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PRINCETON  •  NEW  JERSEY 
PRESENTED  BY 

Rufus  H.   LeFevre 


A^K  21  1952 


tn  Artt0n 


A  Contribution  to  Some  Phases  of 
Religious  Education,  Especially  for 
Parents,    Pastors,    and     Sunday- 
school  Workers 


4    By 
Charles  W.  Brewbaker,  D.D.,  Ph.D. 

General  Secretary  of  Sunday  Schools  and 

Brotherhoods  of  the  Church  of  the 

United  Brethren  in  Christ 


§W9^ 


1914 

THE  OTTERBEIN  PRESS 

W.  R.  Funk,  Agent 

DAYTON.     OHIO 


Wo  mp  bear  parentsi  ttjJosJe 
praj>er£^,  in^ixnttion  anb  example 
in  mp  cf)iltrf)oob  anb  pouti)  Ijabe 
been  a  true  guibe  anb  sJtimuIusJ  to 
me  buring  all  mp  ptatsi  of  pre= 
paration  for  ttit  bltsi^th  gos^pel 
minisitrp,  anb  tfjrougf)  tfje  pearfi; 
of  sierbice  tfjat  3S  fjabe  giben  in 
leabing  otijersf  to  tlje  fiigljer  life  asi 
founb  in  SItsiM  CfjriJit  mp  Horb. 


AUTHOR'  NOTE 

Because  of  the  increased  interest  and  change  of  em- 
phasis in  Sunday-school  work,  I  have  for  some  time 
felt  that  I  might,  in  a  humble  way,  be  helpful  to 
parents,  pastors,  and  Sunday-school  workers,  by  put- 
ting into  book  form  some  information  and  practical 
suggestions,  the  result  of  experience,  observation,  and 
study.  Some  of  these  chapters  have  already  appeared 
in  Sunday-school  publications  and  suggestive  leaflets. 

I  gratefully  acknowledge  my  indebtedness  to  many 
different  authors  and  writers  and  to  all  others  who 
have  in  any  way  contributed  toward  making  this  book 
possible,  particularly,  the  writer  of  the  Introduction, 
my  very  dear  friend  and  former  teacher.  Rev.  W.  O. 
Fries,  D.D.,  now  a,  member  of  the  International  Les- 
son Committee,  and  Editor  of  the  Sunday-school  liter- 
ature of  the  United  Brethren  in  Christ. 

As  I  pen  these  lines,  I  pause  for  a  little  while  in 
silent  communion  with  my  Lord,  the  Great  Teacher, 
and  ask  him,  by  his  spirit  of  wisdom  and  power  to 
bless  these  pages  that  they  might  inspire  all  who  read 
them  to  greater  activity,  a  more  intelligent  and  orderly 
leadership  in  the  great  and  grand  work  of  the  Sunday 
school. 

Charles  W.  Brewbaker. 

October,  1914. 


INTRODUCTION 

The  Sunday  school,  though  of  humble  and  compara- 
tively recent  origin,  has  already  become  a  world-wide 
organization.  How  can  we  account  for  its  rapid  rise 
to  universal  recognition  and  appreciation  ?  In  attempt- 
ing to  do  this  at  least  three  things  must  be  considered : 

First,  its  inherent  vitality,  which  is  the  result  of 
spiritual  life  and  power.  God  is  in  it  as  he  is  in  his 
Word  and  work. 

Second,  its  sublime  purpose,  which  is  to  meet  the 
most  vital  human  need — religious  education. 

Third,  the  fact  that  it  has  been  making  good  by 
actually  producing  eighty-five  per  cent,  of  all  additions 
to  church  membership. 

For  these,  and  other  reasons,  the  Sunday  school  has 
become  an  institution  of  imperial  rank  and  power 
throughout  the  Christian  world.  To-day  it  can  proudly 
count  among  its  friends  and  most  ardent  supporters 
the  leading  Christian  thinkers,  writers,  and  workers 
of  the  world. 

The  Sunday  school  is  now  universally  recognized 
as  the  religious  education  department  of  the  church. 
Through  it  the  Bible,  the  kingdom  of  God  and  every- 
thing pertaining  to  Christianity,  is  to  be  taught  until 
men,  women,  and  children  the  world  around  shall  know 
and  love  and  obey  that  Truth  which  alone  can  over- 
come error  and  sin,  and  transform  and  transfigure 
human  lives  so  that  they  may  realize  their  highest  pos- 

7 


The  Sunday  School  in  Action 

sibilities.  This  teaching  function  of  the  church  has 
been  discovered  largely  through  the  Sunday  school, 
and,  be  it  said  to  the  glory  of  the  church,  that  she  is 
to-day  striving  as  never  in  her  history  to  meet  this 
responsibility.  This  new  vision  and  appreciation  of  the 
church's  responsibility  is  evidenced  by  the  vast  amount 
of  periodicals  containing  expositions  of  God's  Word, 
the  numerous  books  which  are  now  coming  from  re- 
ligious presses  bearing  upon  the  various  phases  of 
child  psychology,  religious  pedagogy,  graded  instruc- 
tion and  systems  of  graded  lessons,  the  summer  vaca- 
tion schools  for  religious  study,  and  the  comprehen- 
sive and  ever-growing  program  for  the  complete  reli- 
gious education  of  all  classes  and  ages.  The  world 
has  never  seen  the  like  before,  and  the  end  is  not  yet. 

With  this  new  discovery  of  the  church's  teaching 
function,  new  emphasis  is  naturally  being  placed  upon 
teaching.  The  Sunday  school  now  becomes  a  real 
school — an  institution  of  learning — with  two  personal 
factors  in  it,  the  teacher  and  the  pupil,  and  a  third  ele- 
ment equally  important — the  subject  taught.  Ever}^- 
thing  else  in  the  school  is  valuable  only  as  it  tends  to 
make  the  teacher  efficient  and  effective  in  his  work. 

The  teacher's  task  is  difficult  but  glorious.  He  is 
to  accomplish  a  great  and  noble  work.  He  is  not  work- 
ing upon  metal  or  marble,  trying  to  bring  out  some 
beautiful  material  form,  but  upon  an  immortal  soul, 
seeking  to  produce  a  spiritual  character  that  shall  re- 
semble the  perfect  image  of  Him  of  whom  the  Heav- 
enly Father  said,  ''This  is  my  Beloved  Son  in  whom  I 
am  well  pleased."     True,  the  work  is  hard,  requiring 

8 


Introduction 

much  time,  thought,  sacrifice,  and  energy,  but  as  Jesus 
saw  "the  travail  of  his  soul  and  was  satisfied,"  so  shall 
the  painstaking  teacher  find  an  immeasurable,  abiding 
reward  in  the  supreme  satisfaction  of  knowing  that  he 
rendered  valuable  service  to  others.  No  one  can  cal- 
culate the  joy  that  comes  to  one  who  serves  another 
loyally  and  helpfully. 

This  book  is  another  valuable  contribution  to  that 
rapidly  increasing  phase  of  Christian  literature  which 
seeks  to  enunciate  more  clearly  and  emphasize  more 
fully  the  Sunday  school  as  the  religious  teaching  de- 
partment of  the  church,  and  to  point  out  plans  and 
methods  by  which  this  work  of  education  can  be  most 
effectively  accomplished.  Doctor  Brewbaker,  the  au- 
thor, is  admirably  qualified  through  years  of  careful 
study,  large  personal  experience  as  a  wide-awake  pas- 
tor, and  special  director  of  religious  education  work, 
to  set  forth  the  Sunday  school  in  action.  He  can  speak 
with  authority,  and  has  done  so  in  a  most  helpful 
and  convincing  manner.  Every  chapter  is  pregnant 
with  vision,  suggestion,  and  inspiration.  Every  per- 
son in  the  Sunday  school  from  the  humblest  worker  to 
the  highest  ofiicer  can  find  suggestions  which,  if 
adopted,  will  increase  his  efficiency  as  a  Sunday-school 
worker.  But  one  purpose  prompted  the  preparation  of 
this  book — the  desire  to  increase  enthusiasm  in  Sun- 
day-school work  through  a  larger  conception  of  its 
possibilities,  and  to  develop  greater  efficiency  in  the 
Sunday-school  worker.  Such  a  book  has  a  wonderful 
mission,  and  deserves  a  wide  and  welcome  reception  by 
all  who  are  interested  in  the  Sunday  schoors  attain- 

9 


The  Sunday  School  in  Action 

ment  of  the  highest  possible  degree  of  efficiency  as  the 
religious  teaching  and  training  department  of  the 
church. 

W.  O.  Fries. 


10 


CONTENTS 


Church 


ures  of 


Introduction        .... 

I.  The  Teaching  Function  of  the 

II.  Jesus,  the  Great  Teacher     . 

III.  Jesus'  Knowledge  of  the  Script 

His  Race 

IV.  Jesus  and  the  Child 

V.  The  Parent  and  the  Child 

VI.  Interest — A  Factor  in  Religious  Edu 

cation  .... 

VII.  The  Graded  Sunday  School 

VIII.  The  Organized  Class 

IX.  The  Cradle  Roll      .      •      • 

X.  The  Home  Department 

XI.  The  Sunday-School  Pastor 

XII.  The  Sunday-School  Superintendent 
XIIL  The  Superintendent's  Assistant 

XIV.  The  Sunday-School  Secretary 

XV.  The  Missionary  Secretary  and  Com 

mittee         

XVI.  The  Sunday-School  Treasurer      . 

XVII.  The  Sunday-School  Library  and  Li 

brarian 

XVIII.  Sunday-School  Music  and  Leaders 

11 


Contents 

XIX.  Trained  Teachers  127 

XX.  The  Teacher  in  the  Sunday  School     .  132 

XXI.  The  Teacher  and  the  Offering.  .  137 

XXII.  How  to  Get  Pupils  to  Study  the  Lesson  140 

XXIII.  Shall  the  Teacher  be  Promoted?         .  146 

XXIV.  Teaching  to  Worship  ....  148 

XXV.  The  Ingathering  or  Decision  Day     .  158 

XXVI.  Special  Days 169 

XXVII.  The  Rural  Problem 187 

XXVIII.  A  Look  Forward  196 

Supplement — 199 

Summer  Sessions 199 

Is  the  Class  Banquet  Worth  While  ?  201 

The  Boy  Problem 203 

Good  Rules  for  Sunday-School 

Workers 205 

Bibliography 207 


12 


CHAPTER  I. 

THE  TEACHING  FUNCTION  OF  THE  CHURCH 

There  have  been  many  notions  regarding  the  func- 
tion of  the  church.  There  are  those  who  have  be- 
lieved and  taught  that  the  only  work  of  the  church  was 
to  prepare  folks  for  heaven.  The  question  nearly 
always  asked  of  an  individual  by  such  persons  was, 
*Ts  he  ready  to  die?"  Many  still  adhere  to  this 
belief  and  teaching,  but  I  am  glad  that  the  church 
in  recent  years  has  taken  a  more  sane  and  practical 
turn  and  to-day  puts  the  emphasis  where  it  rightfully 
belongs,  on  service,  at  the  same  time  adhering  to  the 
inner  experiences  of  the  soul  in  its  relation  to  God 
and   heaven. 

Training  for  service  is  a  much-used  expression 
and  is  more  and  more  being  realized  in  the  lives  of 
the  members  of  the  church.  The  call  to-day,  as 
never  before,  is  for  trained  leaders.  This  is  true  in 
both  secular  and  reHgious  activities.  Since  the  pubHc 
schools  do  not  aim  to  train  specifically  in  religion  and 
for  religious  work,  one  can  readily  see  that  the  duty 
and  function  of  the  church  primarily  is  teaching. 
There  is  a  growing  sentiment  everywhere  that  reli- 
gious teaching  and  training  are  essential  in  one's  edu- 
cation and  normal  development.     George  Washington 

13 


The  Sunday  School  in  Action 

said,  "We  shall  be  unable  to  maintain  the  liberties 
and  the  free  institutions  of  our  nation  without  the 
religious  education  of  the  youth  of  the  country." 

One  of  the  most  prominent  instincts  of  the  indi- 
vidual is  the  rehgious,  which,  if  left  undeveloped, 
means  unfitness  for  life  and  its  tasks.  One  serves 
God  wholly,  only  as  he  relates  himself  naturally  and 
normally  to  others  in  the  various  forms  of  organized 
society,  as  well  as  to  Christ  and  his  kingdom.  I  know 
of  no  institution  or  organization  outside  of  the  home 
so  well  adapted  to  teach  these  relations  as  the  Sunday 
school.  Professor  Walter  S.  Athearn  says,  in  his  new 
book  on  'The  Church  School,"  that  "The  church  that 
fails  to  provide  a  school  for  the  training  of  workers 
for  its  various  activities  will  be  forced  to  call  into 
leadership  men  and  women  who  are  unprepared  for 
the  duties  they  are  asked  to  perform,  and  the  work 
of  the  church  will  suffer  as  a  consequence.  Efficient 
work  demands  trained  leadership,  and  training  for 
leadership  is  one  of  the  functions  of  the  church 
school.  It  follows  that  the  church  school  must  be 
as  comprehensive  as  the  church  itself." 

Attention  is  called  in  the  following  chapter  to 
Jesus  as  the  Great  Teacher.  We  read  that  Nicodemus 
said,  "Rabbi,  we  know  that  thou  art  a  teacher  come 
from  God."  Again,  "The  multitudes  were  astonished 
at  his  teaching."  The  last  words  of  Jesus  as  embodied 
in  the  Great  Commission  were,  "Go  ye  therefore  and 
teach  all  nations."  From  these  and  like  sayings,  be- 
cause of  their  authority  we  know  that  the  function  of 
the  church  of  Christ  is  to  teach.     I  am  glad  for  the 

14 


Teaching  Function  of  the  Church 

renaissance  of  this  function  throughout  the  educational 
and  church  world  to-day. 

Leading  educators  in  our  public  schools  and  higher 
schools  of  learning,  both  state  and  denominational,  as 
well  as  church  leaders,  are  getting  back  to  first  things 
in  placing  the  emphasis  where  it  rightfully  belongs.  I 
believe  the  Sunday  school  largely  holds  the  key  to 
the  situation  and  as  it  perfects  itself  under  the  leader- 
ship of  the  church  as  the  church  in  training,  then, 
and  then  only,  will  it  perform  its  function.  Hence, 
it  can  be  readily  seen  that  the  very  best  in  Sunday- 
school  equipment,  classification,  organization,  activity, 
and  instruction  are  none  too  good  to  accomplish  the 
task  assigned  to  the  disciples  by  our  Lord  and  great 
Master  Teacher. 


IS 


CHAPTER  11. 

JESUS,  THE  GREAT  TEACHER 

As  I  now  write,  I  stop  with  profound  reverence  and 
ask  God  to  give  me  wisdom  as  I  try  to  discover  a  few 
of  the  many  things  that  mark  Jesus,  our  Lord,  as  the 
Great  Teacher,  of  whom  every  Christian  leader  and 
teacher  must  have  a  personal  knowledge  as  Savior. 
Without  doubt,  he  was  the  greatest  teacher  ever 
known.  His  teachings  and  methods,  as  well  as  his 
life,  are  the  basis  of  study  for  all  the  great  teachers 
of  religious  thought  and  religious  activities  of  to-day. 
With  new  emphasis,  it  can  be  said,  "Never  man  so 
spake."  I  do  not  wonder  that  he  bore  the  distin- 
guished title,  "Rabbi." 

What  were  his  aims  as  a  teacher?  To  give  the 
proper  idea  of  God  and  his  attributes.  "He  that  hath 
seen  me  hath  seen  the  Father" — "As  the  Father  and 
I  are  one,"  and  similar  expressions  show  that  he 
wished  to  dispel  the  ignorance  that  obtained  as  to  what 
the  real  character  of  God  is.  His  teachings  brought 
out  the  fact  that  God  is  a  loving  Father,  whose  con- 
cern is  for  man's  development  and  highest  good.  "God 
is  love"  is  the  keynote. 

He  aimed  to  show  that  the  highest  values  are 
spiritual;  that  perfected  character,  absolutely  normal 
manhood,   is  the  highest  goal.     This  he  taught  both 

16 


Jesus,  the  Great  Teacher 

by  precept  and  example,  which  is  brought  out  in  his 
interview  with  the  rich  young  ruler.  He  aimed  to 
show  that  man  is  of  inestimable  value. 

His  aim  also  was  to  establish  a  universal  brother- 
hood which  he  called  "The  Kingdom  of  God."  He 
emphasized  the  fundamental  laws  of  his  kingdom  (1) 
the  law  of  love;  (2)  the  law  of  sacrifice;  (3)  the 
law  of  service.  It  is  evident  from  his  life  and  teach- 
ings that  this  kingdom  must  first  be  set  up  in  the 
individual  life  and  heart,  and  these  laws  established 
there.  'The  kingdom  of  God  is  within  you,"  is  the 
foundation  stone  upon  which  the  broader,  social,  spir- 
itual kingdom,  which  is  to  become  universal  must  rest. 
By  the  establishment  of  this  kingdom,  the  many  ills 
(social,  economic,  industrial,  etc.)  incident  to  Hfe,  will 
gradually  be  destroyed  and  a  perfected  condition  of 
society  obtain.  Dr.  Martin  Brumbaugh  has  said: 
"The  whole  purpose  of  His  teaching  was  to  bring 
men  into  right  relation  with  the  divine  will,  to  show 
them  how  to  live  in  harmony  with  the  divine  power, 
and  at  last  to  unite  them  with  the  divine  person.  The 
end  of  education  of  the  human  soul  is  to  fit  it  to  live 
in  harmony  with  the  will  of  God." 

In  his  methods,  he  was  perfectly  natural.  No  af- 
fectation. He  did  not  conform  strictly  to  stereotyped 
customs.  He  was  deliberate.  He  weighed  ever}^thing 
before  he  spoke.  He  took  time,  was  informal.  He 
aimed  to  be  himself  and  impressed  his  own  personality 
upon  those  who  heard.  His  style  was  conversational. 
He  interchanged  thought  with  his  disciples  by  asking 
and  answering  questions. 

17 


The  Sunday  School  in  Action 

He  made  free  use  of  the  common,  natural  things 
about  him.  He  proceeded  from  the  simple  to  the  com- 
plex, from  the  concrete  to  the  abstract,  and  in  this  way 
made  clear  the  teachings  of  the  kingdom.  He  used 
the  wind,  water,  bread,  birds,  grain,  and  many  other 
natural  objects,  all  to  lead  up  to  the  great  spiritual 
truths  which  he  wished  to  teach.  He  was  inductive 
in  method,  beginning  with  the  particular  and  indi- 
vidual and  reaching  the  general  and  universal.  He 
also  taught  by  action. 

He  taught  the  positive  more  largely  than  the  nega- 
tive. The  "Thou  shalt"  received  a  conspicuous  place 
in  his  methods.  He  was  not  controversial,  but  built 
up  a  positive  and  constructive  code  of  ethics,  the  liv- 
ing of  which  meant  character  of  a  high  type,  both 
to  the  individual  and  society.  This  positive  method 
was  used  in  teaching  right  relations  to  self,  to  others, 
to  God. 

He  appealed  to  the  will.  He  placed  great  em- 
phasis upon  purpose,  on  conduct.  The  human  will 
must  be  brought  into  harmony  with  the  divine  will  in 
order  to  reach  the  richest  product  of  Christian  char- 
acter. His  logic  was  clear  and  irresistible.  How  to 
act,  how  to  live,  and  character  were  emphasized  con- 
stantly with  the  ringing  words,  ''By  their  fruits,  ye 
shall  know  them." 

He  taught  with  authority.  Professor  Stevens  says : 
"He  spoke  from  the  conscious  possession  of  truth  in 
himself.  He  uttered  his  truths  with  a  calm,  un- 
clouded conviction  of  spiritual  intuition.  He  spoke 
with  certainty."     In  the  language  of  Kent:  "An  au- 

18 


Jesus,  the  Great  Teacher 

thority  based  on  a  profound  knowledge  of  life  and 
human  needs,  on  keen  personal  observation,  and  on  a 
rich  and  varied  personal  spiritual  experience.  His 
authority  was  akin  to  that  of  the  ancient  prophets  and 
sages,  but  superlative  in  degree.  His  authority  rang 
absolutely  true  to  the  most  enlightened  experiences 
and  met  the  universal  needs  of  the  human  soul."  He 
blended  all  that  was  vital  and  eternal  of  his  teachings 
to  perfect  expression,  with  an  authority  that  is  con- 
spicuous throughout  the  New  Testament. 

His  methods  of  teaching  were  simple,  concrete, 
pointed,  unconventional,  lofty,  inspirational  truth ; 
full  of  freshness ;  adapted  to  all  conditions  and 
classes.  He  used  both  the  direct  and  indirect  method. 
He  used  the  parable,  allegory,  proverb.  He  also  ex- 
cited the  curiosity  of  his  hearers  by  making  use  of  the 
paradox  and  the  hyperbole.  He  was  the  Master 
Teacher. 


19 


CHAPTER    III. 

JESUS'  KNOWLEDGE  OF  THE  SCRIPTURES 
OF  HIS  RACE 

Every  religious  leader  and  teacher  should  know  that 
Jesus  was  familiar  with  the  sacred  Hterature  of  his 
people,  which  had  much  to  do  with  the  molding  of  his 
own  life  for  his  future  mission.  The  fact  is  brought 
out  clearly  in  his  references  to  the  Old  Testament 
writers  as  well  as  in  many  of  his  sayings  and  lessons 
which  he  taught. 

From  what  Scriptures  did  he  draw  his  knowledge  ? 
We  have  every  reason  to  believe  that  the  substance 
of  Jesus'  teaching  centers  in  the  Old  Testament.  San- 
day  says,  "We  might  call  it  the  distilled  essence  of 
the  Old  Testament,  that  essence  first  clarified  and  then 
greatly  enlarged,  the  drop  became  a  crystal  sphere." 
We  have  every  evidence  to  believe  that  Jesus  had  a 
thorough  knowledge  of  the  Scriptures  of  his  race. 
His  attitude  toward  these  Scriptures  was  positive. 

He  knew  the  law,  which  was  to  him  the  Word 
of  God,  for  which  he  came  "Not  to  destroy,  but  to 
fulfill."  That  law  included  the  five  books  attributed 
to  Moses. 

He  knew  the  prophets.  He  also  read  with  an  open 
mind  other  books  which  were  not  in  the  canon  at  that 
time. 

He  became  thoroughly  acquainted  with  the  Psalms 
which  constituted  the  hymn  book  of  the  synagogue. 
Isaiah   seems   to  have   been   his   favorite  among   the 

20 


Jesus'  Knowledge  of  the  Scriptures 

prophets  and  his  psahns  were  more  famihar  to  him 
than  his  prophecy.  UniversaHty,  the  "brotherhood 
of  man,  and  the  fatherhood  of  God  he  discovered  in 
Isaiah  and  the  Psalms.  Jeremiah  and  Hosea  re- 
ceived much  of  his  attention  in  reading.  Nearly  all  of 
his  basic,  fundamental  teachings  have  their  root  in 
the  Old  Testament,  and  many  of  these  teachings  cen- 
tered in  himself  as  the  Savior  of  men. 

He  had  access  to  the  Apocalyptic  books  in  which 
he  studied  the  :Messianic  hopes.  The  fermenting  reli- 
gious and  poUtical  condition  of  his  nation  led  to  their 
study.  Here  he  familiarized  himself  with  the  psalms 
of  Solomon,  in  which  ''He  found  the  announcement 
of  the  kingdom  of  God  and  the  perpetuity  of  the 
kingdom  in  the  house  of  David." 

His  relation  to  the  Books  of  Proverbs  and  the 
Wise,  is  peculiarly  intimate  as  is  seen  in  the  many 
quotations  in  the  New  Testament  from  the  Proverbs. 
"Jesus  takes  the  thought  and  in  part  the  language  of 
the  earlier  teachers  and  applies  them  directly  to  him- 
self, the  great  Source  of  all  spiritual  life.  He  gives 
the  reproduction  of  the  thought  of  the  Proverbs  in 
his  teaching  concerning  (a)  the  character  and  inner 
life  of  man,  (b)  man  in  his  family  relations,  (c)  man 
in  his  economic  relations,  (d)  man's  duties  to  himself, 
(e)  man's  duties  to  his  fellowmen,  (f)  man's  relation 

to  God." 

In  all  these  fundamental  teachings  and  relations, 
in  his  own  language,  he  reproduced  many  of  the  Pro- 
verbs of  the  Wise,  which  show  his  familiarity  with 
this  rich  source  of  scriptural  knowledge. 

21 


The  Simday  School  in  Action 

He  became  thoroughly  acquainted  with  the  history 
of  his  people  and  the  Mosaic  stories.  He  famiharized 
himself  with  the  great  and  leading  characters  of  the 
Old  Testament. 

Jesus  gave  the  best  that  he  gathered  from  the  reve- 
lations of  the  preceding  ages,  and  thus  showed  that  the 
Old  was  but  a  preparation  for  the  New;  that  in  him 
the  Old  had  a  new  expression.  By  careful  analysis 
we  find  there  is  little  in  the  Xew  that  is  not  found 
in  the  Old,  and  after  all,  there  is  not  that  wide  breach 
between  the  Old  and  the  New  that  many  have  thought. 

From  whence  and  how  did  Jesus  gain  all  this 
knowledge  of  the  Scriptures  of  his  race?  Home  in- 
struction was  without  doubt  one  of  the  rich  sources 
of  his  earliest  teaching.  The  father  was  bound  to 
teach  his  son.  Every  other  engagement  took  a  sec- 
ondary place  to  the  'Torah."  He  also  received  in- 
struction from  his  mother.  In  the  home  he  learned 
''Such  verses  of  the  Holy  Scriptures  as  composed  that 
part  of  the  Jewish  liturgy  which  answers  to  our  creed. 
Then  would  follow  other  passages  from  the  Bible, 
short  prayers,  and  select  sayings  of  the  sages."  Then, 
too,  he  would  learn  the  daily  hymns  which  were  the 
festive  psalms. 

Jesus'  knowledge  of  the  Scriptures  was  also  as- 
sured by  his  early  training  in  the  schools.  'This 
training  began  about  the  fifth  or  sixth  year.  The  in- 
struction was  given  with  accuracy,  the  ultimate  pur- 
pose being  moral  and  religious.  Emphasis  was  placed 
on  the  teaching  of  the  law,  and  it  was  held  that  up 
to  ten  years  the  Bible  should  be  the  text-book;  from 

22 


JcsHS  Knozvledge  of  the  Scriptures 

ten  to  fifteen  years,  the  Mishnah  or  traditional  law. 
After  that  age  the  student  should  enter  on  those  theo- 
logical discussions  which  occupied  time  and  attention 
in  the  higher  academies  of  the  rabbis." 

His  knowledge  of  the  Scriptures  was  also  the  out- 
come of  his  frequent  attendance  upon  the  synagogue, 
where  he  heard  the  reading  and  expounding  of  the 
Word.  The  school  which  he  attended  was  possibly 
under  control  of  the  synagogue.  While  we  know 
little  of  his  school  Hfe,  yet  we  learn  that  "He  grew 
in  wisdom  and  in  stature  and  in  favor  with  God  and 
man." 

His  knowledge  of  the  Scriptures  as  gained  from 
the  foregoing  sources  was  supplemented  by  his  keen 
observation  and  contact  with  the  great  teachers,  pu- 
pils, and  people  of  his  day  as  well  as  by  careful  reading 
and  study  of  such  sacred  literature  as  fell  within  his 
reach  and  dealt  with  the  religion  of  his  people.  His 
teachings  and  preaching  give  evidence  of  his  broad 
research  in  the  sacred  literature  of  his  own  race. 

If  what  I  have  said  about  the  preparation  of  the 
great  Master  Teacher,  the  Son  of  God,  is  true,  what 
about  us,  those  of  us  who  profess  to  be  his  repre- 
sentatives? The  keynote  to  it  all  is  preparation,  a 
thorough  study  of  God's  Word  and  related  sources  of 
knowledge. 


23 


CHAPTER    IV. 

JESUS  AND  THE  CHILD 

To-day  a  new  emphasis  is  being  placed  on  child  life 
and  child  training.  Much  time  is  being  given  to  child 
welfare  and  child  values,  which,  undoubtedly,  means 
a  greater  future  for  our  boys  and  girls. 

Naturally  in  every  phase  of  religious  life,  instruc- 
tion and  progress,  we  almost  unconsciously  turn  to  the 
great  Master  Teacher,  our  Lord.  His  position  on  any 
subject  should  largely  determine  the  attitude  of  the 
church,  yet  we  find  the  church  slow  to  take  hold  as 
she  should. 

Christ  has  a  big  place  in  his  heart  for  childhood 
and  youth  and  places  an  infinite  value  on  every  boy 
and  girl.  We  place  values  on  almost  every  tangible 
thing,  such  as  property,  sheep,  cattle,  and  other  things. 
Jesus  makes  it  plain  as  to  the  real  worth  of  every 
child,  not  so  much  as  to  the  economic  value,  but  the 
moral  and  social.  This  is  shown  in  some  of  the  inci- 
dents recorded  in  the  Gospels.  When  the  disciples 
were  contending  as  to  position  in  his  kingdom,  "He 
took  a  child  and  set  him  in  the  midst  of  them;  and 
when  he  had  taken  him  in  his  arms,  he  said  unto 
them,  ivhosoever  shall  receive  one  of  such  children  in 
my  name,  receiveth  me ;  and  whosoever  shall  receive 
me,  receiveth  not  me  but  hira  that  sent  me."  He  also 
said,  "See  that  ye  despise  not  one  of  these  little  ones ; 

24 


Jesus  and  the  Child 

for  I  say  unto  you  that  their  angels  do  always  behold 
the  face  of  my  Father  who  is  in  heaven." 

The  Bible,  in  both  the  Old  and  New  Testaments, 
is  studded  with  beautiful  lessons  on  child  life.  It 
teaches  the  infinite  value  of  the  child  in  the  plan  of 
God.  Christ  makes  the  child  the  ideal  representative 
of  God's  kingdom.  Not  many  years  ago,  children 
were  not  considered  of  much  spiritual  value  or  recog- 
nized to  any  degree  even  by  some  religious  leaders  as 
worthy  of  the  kingdom.  Infant  damnation  was  a  com- 
mon belief.  Yet  Jesus  settled  that  problem  nearly 
two  thousand  years  ago.  When  the  mothers  "Were 
bringing  unto  him  little  children  that  he  should  touch 
them  and  the  disciples  rebuked  them,  but  when  Jesus 
saw  it,  he  was  moved  with  indignation,  and  said  unto 
them,  suffer  the  little  children  to  come  unto  me,  for- 
bid them  not;  for  to  such  belongeth  the  kingdom  of 
God.  Verily,  I  say  unto  you,  whosoever  shall  not 
receive  the  kingdom  of  God  as  a  little  child,  he  shall 
in  no  wise  enter  therein.  And  he  took  them  in  arms 
and  blessed  them,  laying  his  hands  upon  them."  And 
again,  he  said,  "Whosoever,  therefore,  shall  humble 
himself  as  this  little  child,  the  same  is  the  greatest  in 
the  kingdom  of  heaven.  And  w^hoso,  shall  receive 
one  such  little  child  in  my  name,  receiveth  me,  but 
whoso,  shall  cause  one  of  these  little  ones  that  believe 
on  me  to  stumble,  it  is  profitable  for  him  that  a  great 
millstone  should  be  hanged  about  his  neck  and  that 
he  should  be  sunk  in  the  depth  of  the  sea."  Here 
greatest  means  the  superlative.  It  is  Christ's  esti- 
mate of  the  child,  which  means  God's  estimate.     In 

25 


The  Sunday  School  in  Action 

spite  of  all  this,  the  attitude  of  many  of  the  repre- 
sentatives of  Christ  toward  children  is  such  that  it 
retards  the  progress  of  his  kingdom.  We  forget  that 
"the  childhood  shows  the  man  as  morning  shows  the 
day." 

It  is  the  duty  of  the  church  to  have  the  Christ- 
thought  and  concern  for  the  welfare  of  all  the  chil- 
dren— rich,  poor,  red,  brown,  yellow,  white,  black, 
normal,  abnormal,  supernormal.  Future  society  de- 
pends upon  the  child  training  of  the  present.  The 
church  should  have  a  corps  of  thoroughly  trained 
leaders,  workers,  and  teachers  who  know  children — 
their  traits,  instincts,  and  needs.  They  should  study 
child  life.  The  church  should  be  interested  in  the 
homes  and  parents  of  the  children,  and,  if  necessary, 
help  make  them  better  through  visitation,  mothers' 
clubs.  Home  Department  work,  and  the  distribution 
of  good  literature  for  parents.  The  church  should  be 
an  educational  center  for  the  children  of  all  ages  and 
all  conditions.  It  should  furnish  courses  of.  study  for 
every  period  of  child  life  from  the  kindergarten  or 
beginners'  class  to  adult  life,  each  course  being  a 
foundation  for  the  succeeding  one.  The  Jews  had 
the  synagogue  school.  Jesus  said,  'Teed  my  lambs." 
The  church  should  also  furnish  ample  social  diversion 
for  the  children  and  young  people  of  the  community 
in  the  form  of  games,  debates,  socials,  music,  clubs. 
and  the  like.  This  should  be  done  at  such  time  and 
in  such  ways  as  will  be  for  the  highest  and  best 
good  of  every  one.  Traits  in  the  teens  must  be 
known   and   given   proper   attention   with   a   view   to 

26 


Jesus  3Lnd  the  Child 

the  proper  training  of  their  social  nature.  Jesus  had 
a  well-rounded,  normal  development,  physical,  mental, 
social,  and  religious ;  hence  his  concern  is  for  the  whole 
child  and  for  the  childhood  of  the  whole  race. 


27 


CHAPTER  V. 

THE  PARENT  AND  THE  CHILD 

\\^iTHix  recent  years  the  religious  training  of  the  chil- 
dren has  been  delegated  largely  to  the  Sunday  school, 
which  means  that  to-day,  there  are  many  Christian 
homes  without  any  definite  religious  instruction.  The 
home  existed  long  before  the  church  or  the  Sunday 
school,  and  has  never  lost  its  place  in  the  economy  of 
God.  In  Israel  and  in  Christendom  it  has  held  a  very 
conspicuous  place  in  the  religious  life  and  training 
of  the  child.  The  Bible  has  many  direct  references  to 
the  home.  In  this  busy  age,  many  parents  think  that 
their  children  get  religious  training  in  the  Sunday 
school,  hence,  they  need  not  concern  themselves  about 
it  in  the  home ;  thus  we  see  the  shifting  of  this  most 
important  and  most  imperative  duty.  The  result  is 
that  there  are  many  broken-dowm  family  altars,  a  care- 
less, impious  regard  for  holy  things  and  for  parental 
authority.  We  must  all  acknowledge  the  fact  that  the 
home  is  the  unit  of  society  and  that  the  parents  hold 
the  key  to  the  future  well-being  of  the  child  and  of 
society. 

Parents  hold  a  highly  responsible  position.  It  is 
a  great  privilege  to  be  a  parent,  but  it  is  equally  a 
great  responsibility.  Parents  are  responsible  for  the 
birth    of    their    children,    and    much    depends    upon 

28 


The  Parent  and  the  Child 

whether  or  not  the  child  is  well-born.     Eugenics  is 
not   a  dream.      It   is   something  that   should   receive 
prayer  and  careful  thought.    Preparation  for  the  com- 
ing, of  God's  little  ones  into  the  world  should  receive 
the  greatest  concern.     I  believe  that  marriage  is  one 
of  the  most  sacred   obligations,  yet  it  is  frequently 
treated  in  a  sacriligious  way.     We  see  the  results  all 
j^^o„t  us— ill-mated  couples,  some  dissipated,   weak- 
minded,   white    and  black,   vicious,  poorly   born   ana 
poorlv  bred,  united  in  these  holy  bonds.    The  law  of 
hereditv   must  be  recognized,   for  heredity  is   a   tre- 
mendous factor  in  the  individual  life  and  m  the  well- 
being  of  the  race.     Parental  influence  means  mucn  to 
tlie  child      As  stock  raisers  look  well  to  the  quality 
and  the  breed  of  their  horses,  cattle,  and  sheep,  vvhy 
should  not  parents  consider  the  quality  of  their  chil- 
dren?   Raising  boys  and  girls  of  the  best  type  is  of 
infinitelv  more  value  than  the  raising  of  the  best  qual- 
itv  of  vegetables,  fruits,  flowers,  and  stock. 

'    Parents  are  also  responsible  for  the  care  and  train- 
ing of  their  children  unless  it  is  those  parents   who 
are  deficient.     Paul,  in  writing  to  Timothy,  said.     It 
one   provideth   not    for   his   own   especially   his   own 
household,  he  hath  denied  the  faith  and  is  worse  than 
an  unbeliever."    They  must  provide  for  their  physical 
well-being.     Shelter,  food,  clothing,  and  fresh  air,  as 
well  as  play  and  recreation,  all  of  which  are  essential 
to  the  preservation  and  normal  growth  of  every  child. 
Thev  must  provide  for  their  mental  well-being,  their 
education.    Their  first  lessons  are  learned  m  the  home, 
both  bv  example  and  precept.     The  law  of  imitation 

29 


The  Sunday  School  in  Action 

plays  a  large  part  in  the  education  of  a  child,  hence, 
the  necessity  of  careful  and  clean  living  on  the  part 
of  parents.  Time  should  be  given  in  the  home  for  the 
reading  of  simple  stories  and  such  literature  suitable 
for  the  different  periods  of  a  child's  life.  Proper 
books  and  periodicals  should  be  furnished  in  sufficient 
quantity  for  the  child  as  it  grows  older,  these  to  suit 
the  dift'erent  periods  of  its  life.  The  work  of  the  home 
must  necessarily  be  supplemented  by  the  public 
schools,  the  church  and  the  college.  A  higher  educa- 
tion is  none  too  good  for  every  boy  and  girl,  and 
parents,  if  able,  should  gladly  do  their  part  in  fur- 
nishing the  same. 

Parents  must  also  provide  for  the  religious  well- 
being  of  their  children.  This  is  most  important,  for 
the  child  is  a  religious  being  and  the  religious  instinct 
should  be  normally  developed.  The  parents  them- 
selves should  be  religious,  for  we  are  told  that  "A 
good  man  leaveth  an  inheritance  to  his  children's  chil- 
dren," and  that  *'A  just  man  walketh  in  his  integrity ; 
his  children  are  blessed  after  him."  Parents  should 
instruct  their  children  in  religion.  Moses,  in  speak- 
ing to  the  children  of  Israel,  said,  "And  ye  shall  teach 
them  your  children,  speaking  of  them  when  thou  sit- 
test  in  thine  house  and  when  thou  w^alkest  by  the  way 
and  when  thou  liest  down  and  when  thou  riseth  up 
and  thou  shalt  write  them  upon  the  door-posts  of  thine 
house  and  upon  thy  gates."  Joel  said,  *'Tell  ye  your 
children  of  it  and  let  your  children  tell  their  children ; 
their  children  another  generation."  The  sainted  Theo- 
dore Cuyler  said :  "The  first  Sunday  school  that  I  ever 

30 


77ze  Parent  and  the  Child 

attended  had  only  one  scholar  and  my  good  mother 
was  the  superintendent.  During  my  infancy  my  godly 
mother  had  dedicated  me  to  the  Lord  as  truly  as  Han- 
nah ever  dedicated  her  son,  Samuel.  I  feel  now  that 
the  happy  fifty-six  years  that  I  spent  in  the  glorious 
ministry  of  the  gospel  of  redemption  is  the  direct 
outcome  of  that  beloved  mother's  prayers,  teachings, 
example,  and  holy  influence." 

Parents  should  take  their  children  to  the  church 
school  as  w^ell  as  support  it  with  their  money,  because 
it  is  one  of  the  strongest  agencies  in  supplementing 
the  work  of  the  home  in  religious  education.  The 
church  must  have  the  co-operation  of  the  parents  in 
training  their  children,  in  bringing  them  into  a  saving 
fellowship  with  Jesus  Christ  and  into  church  fellow- 
ship. We  find,  however,  that  many  parents  are  not 
interested.  Many  are  irreligious  and  yet  their  chil- 
dren attend  Sunday  school.  It  is  necessary  that  in 
some   w^ay  their  obligation   be  brought  before  them. 

They  need  to  learn  how  to  present  the  great  facts 
of  life  and  its  sacredness  as  well  as  the  best  habits  of 
life  to  their  children.  This  can  be  done  by  organizing 
a  parents'  department  in  the  Sunday  school  in  which 
there  are  fathers'  and  mothers'  classes,  for  the  prupose 
of  studying  and  discussing  those  things  that  will  be  of 
real  value  in  home  training.  In  such  classes  there  can 
be  free  and  frank  discussions  of  this  important  work. 
There  must  be  a  practical  study  of  the  problems  in 
home  training,  and  these  practical  problems  are  the 
practical  problems  of  the  father  and  mother. 

31 


The  Sunday  School  in  Action 

This  department  should  have  efficient  teachers  and 
should  meet,  if  possible,  at  the  Sunday-school  hour. 
If  more  convenient,  any  other  available  hour  during 
the  week  will  do  and  still  be  recognized  as  part  of  the 
Sunday  school.  It  should  secure  a  parents'  library 
which  presents  the  modern  phases  of  child  study  as  to 
age,  proper  instruction  and  application.  It  should  put 
into  use  magazines  which  deal  with  these  vital  prob- 
lems. Indeed,  regular  courses  of  study  would  be 
helpful. 

I  believe  that  this  department,  though  new,  is  vital 
to  the  Hfe  of  the  home,  of  the  church,  of  the  state, 
and  of  the  race. 


32 


CHAPTER   VI. 

INTEREST  A  FACTOR  IN  RELIGIOUS   EDU- 
CATION 

In  carrying  out  the  plan  of  God  in  the  training  of 
children,  there  are  many  things  that  a  religious  leader 
and  educator  must  know.  One  essential  with  which 
thorough  acquaintance  should  be  had,  is  that  which 
we  call  interest,  which,  with  too  many  is  misunder- 
stood. What  is  interest?  Does  it  center  in  the  indi- 
vidual or  in  something  external?  Writers  practically 
agree  that  it  is  a  mental  attitude.  It  is  provision  made 
by  nature,  "That  children  may  learn  the  things  that 
they  most  need  to  know." 

Professor  Goday  says :  "The  interest  is  not  in  the 
thing,  but  in  the  person.  You  can  never  make  things 
interesting ;  they  must  be  of  a  nature  so  well  presented 
as  to  attract  the  internal,  natural  interest  of  the  in- 
dividual approached.  He  already  possesses  the  inter- 
est; you  give  him  the  material." 

William  Walter  Smith  says,  "Interest  is  but  the 
child's  own  native  responsiveness  to  its  own  self- 
active  impulses,  urging  on  to  their  satisfaction."  We 
must  not  conclude  from  this  that  there  need  be  no 
external  stimuli  in  order  that  interest  manifest  itself. 
There  could  be  no  interest  if  the  individual  was  ab- 

33 


The  Sunday  School  in  Action 

solutely  alone,  no  other  persons,  objects,  things,  etc., 
as  there  can  be  no  sound  where  there  is  no  ear  to  hear. 

Kirkpatrick  says :  "Interest  and  attention  are 
largely  the  result  of  curiosity.  A  certain  stimulus 
creates  curiosity,  and  that  which  we  call  curiosity 
arouses  interest.  The  essential  characteristic  of  that 
stimulus  is  novelty."  Roark  says,  'Interest  is  the 
mainspring  of  attention."  We  see,  then,  that  curiosity, 
interest,  attention  are  very,  very  closely  allied  and  are 
inseparable. 

When  does  interest  first  manifest  itself?  Very 
early  in  infancy  we  find  this  expression  of  self  in  the 
manner  in  which  various  stimuli  come  in  touch  with 
the  senses.  These  interests  are  spontaneous.  Taste, 
light,  sound,  touch,  smell,  all  have  their  counterpart 
in  some  kind  of  spontaneous  interest;  we  might  say 
animal  interest. 

A  child  shows  interest,  though  an  infant,  as  its  lips 
come  in  contact  with  its  sources  of  food,  and  ofttimes 
greedily  expresses  that  interest  by  the  manner  in 
which  it  partakes.  When  a  bright  light  is  brought 
into  its  presence,  interest  is  shown  by  its  steady,  con- 
stant gaze.  Later  on,  sound  attracts,  and  interest  is 
shown.  Thus  we  can  readily  see  that  early  in  life, 
when  the  child  is  more  a  little  animal  than  anything 
else,  this  mental  attitude,  which  we  call  interest,  shows 
itself,  and  by  observation  of  child  life,  we  can  see  how 
it  gradually  asserts  itself  and  thus  prepares  the  way 
for  increase  of  knowledge  and  development.  Smith 
has   well   said,   "The   child's   interests   are   really   an- 

34 


Interest  a  Factor  in  Religious  Education 

other  name  for  his  innate  impulses,  desires,  emotions, 
instincts." 

A  knowledge  of  the  function  of  interest  is  all- 
important  to  the  parents  and  teacher.  I  mention 
parent  because  the  parent  is  the  child's  first  teacher. 
When  we  consider  interest  from  the  child-study  point 
of  view,  it  is  a  problem  of  development.  As  the  in- 
terests of  the  child  express  themselves,  we  see  the 
corresponding  Unfolding  mental  and  moral  powers  of 
its  being.     Much,  however,  depends  on  the  teacher. 

Smith  mentions  two  kinds  of  interest:  (1)  imme- 
diate or  direct,  (2)  mediate  or  derived.  The  former 
is  where  the  self-expression  puts  itself  forth  with  no 
thought  of  anything  beyond.  The  end  is  present  activ- 
ity. Mere  pleasure  of  action  or  colors,  or  the  excite- 
ment of  a  story  or  of  play  and  amusement,  is  of  this 
character.  Derived  interest  gains  in  its  hold  on  our 
minds  through  association  with  something  else  that  is 
interesting  in  itself,  and  the  interest  in  the  one  is  car- 
ried over  to  the  other. 

James  says,  "Early  in  Hfe,  interest  is  empirical; 
later  speculative,  rational."  In  the  first  stage,  the  in- 
quiry is,  ''What  is  that?"  In  the  second,  ''What  is 
that  for?"  "How  do  you  do  that?"  "Where  did 
that  come  from?"  "Why?"  This  stage  begins  with 
the  third  or  fourth  year.  As  the  child  grows  older, 
interest  in  reasoning  and  puzzles  intensify,  which  is 
the  greatest  at  the  age  of  twelve.  At  twelve  interest 
in  history  increases  because  of  social  instincts.  This 
is  the  border  line  of  adolescence.  A  little  later,  inter- 
est in  moral  and  religious  questions  have  great  fas- 

35 


The  Sunday  School  in  Action 

cination,   and   here  is  the  opportunity  of  the  parent 

and  Sunday-school  teacher  in  molding  and  fashioning 
the  child's  mind  and  character  for  the  good  and  right. 

I  like  Haslett  in  his  discussion  of  this  subject.  He 
says,  ''Interest  is  nature  speaking  out."  It  indicates 
to  us  when  nature  is  demanding  attention  in  a  par- 
ticular direction.  It  shows  the  tendencies  of  the  child, 
suggests  mental  need  of  the  child  and  the  true  order 
of  development,  stimulates  attention,  arouses  mental 
energ}^,  makes  acquisition  more  natural,  easy  and 
effectual."  In  fact,  interests  reveal  the  child,  and 
education,  to  be  most  effective,  must  be  in  the  line 
of  natural  interests. 

It  is  well,  then,  for  the  parent  and  teacher  to  study 
the  child,  and  thus  learn  to  know  his  interests,  for 
interest  is  fundamental  in  attention  and  obedience,  and 
must  be  made  central  in  the  development  of  the  will 
power  of  little  children.  Indeed,  will,  action,  atten- 
tion, interest  are  closely  related  and  develop  together. 
Interest  seems  to  be  the  guiding  star  of  the  group. 

The  parent  and  teacher  should  know  how  the  in- 
terests of  the  child  bear  upon  his  nature  at  different 
stages  of  growth  and  development.  Note,  as  I  said 
in  the  beginning,  that  a  child's  first  interests  are 
those  closely  related  to  animal  life.  Next  are  those 
having  to  do  with  his  movements  and  sense  percep- 
tions. Later,  his  interests  are  more  intellectual  and 
somewhat  abstract.  The  deeper  feelings  and  emo- 
tions are  called  into  play.  Following  these,  we  have 
those  interests  that  are  entirely  abstract  and  belonging 
to  mature  life  development.     From  this,  one  can  read- 

36 


Interest  a  Factor  in  Religious  Education 

ily  see  that  interest  has  its  place  as  something  funda- 
mental to  the  life  of  the  child  in  its  growth  and  de- 
velopment. 

All  the  interests  which  1  have  mentioned  must  be 
rightly  guarded  and  guided.  If  the  child  is  allowed 
to  go  without  a  guiding  hand,  without  proper  play- 
things, books,  amusements,  playmates,  environment, 
instruction,  the  tendency  will  be  toward  the  wrong. 
One  must  keep  in  mind  that  children's  interests  change 
with  the  development  of  new  instincts  and  new  ex- 
periences. 

The  utilization  of  interests  as  a  factor  in  moral 
and  religious  training  is  of  the  utmost  importance. 
This  training  must  begin  with  the  simplest  things  and 
methods.  The  laws  of  psychology  and  child  develop- 
ment must  be  properly  observed  and  applied.  Much 
injury  has  been  done  to  childhood  and  many  fatal 
blunders  made  by  not  knowing  that  interest  is  a  part 
of  the  child's  being  and  not  knowing  how  to  treat 
that  aspect  of  its  nature  or  call  it  out  in  the  various 
stages  of  the  child's  growth. 

Many  children  have  been  banged  around  in  the 
home,  the  Sunday  school,  and  public  school  because 
they  were  restless  or  "bad,"  as  the  common  expression 
goes,  when,  in  fact,  the  fault  was  primarily  with  the 
parent  or  teacher,  who  failed  to  recognize  this  impor- 
tant and  fundamental  part  of  the  child's  nature  and 
also  failed  to  give  that  nature  proper  recognition  and 
attention. 

A  child  will  show  its  interest  in  something  (this 
is  true  of  everybody).     Yes,  in  many  things  and  per- 

37 


The  Sunday  School  in  Action 

sons,  in  itself  and  surroundings.  Thus  Ave  see  that 
interest  is  sacred,  and  should  be  treated  as  such  in  the 
moral  and  religious  training  of  the  child. 

Jesus  was  a  master  in  drawing  out  the  interests 
of  his  hearers.  The  multitudes  followed  him.  He  fre- 
quently used  the  concrete  to  illustrate  the  truths  which 
he  wished  to  establish  in  the  hearts  of  men.  He  made 
men  curious  to  know.  His  own  great  life  and  teach- 
ings as  well  as  his  wonderful  suffering,  sacrifice,  and 
resurrection  have  been  the  means  of  arousing  the  in- 
terest of  millions  of  mankind  by  means  of  which  many 
have  been  led  to  accept  him  as  their  personal  Savior 
and  have  sworn  loyal  allegiance  to  him  as  Lord  of  all 
mankind.  Let  the  parent,  the  leader  and  teacher  of 
to-dav,  take  heed. 


38 


CHAPTER  VII. 

THE  GRADED  SUNDAY  SCHOOL 

Within  recent  years  there  has  been  a  marked  change 
of  emphasis  in  Sunday-school  vision,  organization, 
plans,  and  activities,  which,  no  doubt,  is  due  largely 
to  the  increased  attention  given  to  the  study  of  child 
psychology  and  religious  pedagogy.  Indeed,  the  his- 
tory of  the  Sunday  school  is  one  of  evolution  and  is 
most  interesting  to  the  student  of  religious  education. 
Had  I  the  time,  I  would  like  to  trace  for  my  readers 
the  modern  Sunday  school  from  its  beginning,  but  I 
wish  particularly  to  call  attention  in  this  chapter  to  the 
graded  Sunday  school.  While  the  system  is  not  yet 
perfected,  it  is  growing  better  each  year. 

WHAT    IS    THE    GRADED    SUNDAY    SCHOOL? 

I  might  as  well  ask  what  is  the  graded  public 
school  as  to  ask  what  is  the  graded  Sunday  school, 
for  the  laws  that  govern  the  child's  mind  and  the 
laws  of  pedagogy  in  secular  training  are  the  same  in 
religious  education,  hence,  the  graded  Sunday,  school 
is  one  that  so  classifies  its  pupils  that  these  laws  will 
be  observed  in  their  instruction,  religiously,  the  same 
as  in  the  public  schools. 

In  the  graded  school  we  have  three  divisions, 
namely,  the  Elementary,  Secondary',  and  Adult.  These 
divisions  are  divided  into  grades  which  are  as  follows : 

39 


The  Sunday  School  in  Action 

In  the  Elementary  we  have  the  Cradle  Roll,  Beginners, 
Primary,  and  Junior  grades.  In  the  Secondary,  the 
Intermediate  and  Senior,  and  in  the  Adult  all  above 
twenty  years  of  age.  There  are  also  the  Teacher 
Training  and  Home  departments,  which,  in  some 
schools  are  recognized  as  belonging  to  the  Adult  Di- 
vision. The  aim  is  to  classify  the  pupils  so  that  each 
grade  will  represent  a  different  period  of  the  pupil's 
life  with  a  view  to  giving  a  thorough  constructive 
training,  each  year  being  a  preparation  for  the  suc- 
ceeding one.  There  is  some  difference  of  opinion  as 
to  grading  the  school.  No  doubt,  the  future  will  bring 
some  changes  in  this  respect  along  with  others.  As  an 
example,  I  here  give  the  system  as  followed  by  the 
International  Sunday-school  Association,  which  in- 
cludes in  its  organization  nearly  all  the  denominations 
of  North  America. 

Cradle  Roll — Ages  under  four. 

Beginners — Four  and  five  years. 

Primary — Six,  seven,  and  eight  years. 

Junior — Nine,  ten,  eleven,  and  twelve  years. 

Intermediate — Thirteen,  fourteen,  fifteen,  and  six- 
teen years. 

Senior — Seventeen,  eighteen,  nineteen,  and  twenty 
years. 

Adult — All  above  twenty  years. 

GRADED    LESSON    MATERIAL. 

The  best  graded  Sunday  schools  use  graded  les- 
son material,  each  succeeding  year  having  a  different 
series  of  lessons  or  course  of  study.    This  is  in  har- 

40 


The  Graded  Sunday  School 

mony  with  the  laws  and  principles  of  education  and 
means  much  to  the  child  in  building  up  his  religious 
life  and  character  and  in  preparing  him  for  his  place 
in  God's  program.    The  church  is  beginning  to  realize 
that   the   only   difference  between  the   Sunday-school 
child  and  public-school  child  is  the  difference  in  its 
dress,  and  that  the  mind  and  heart  must  be  taught  in 
the  same  way  with  a  view  to  saving  the  child  to  the 
noblest  life  and  service  on  earth  and  in  heaven.    Many 
splendid  courses  of  study  are  published  to-day,  such 
as   the   International   Graded   Lessons,   the   Blakeslee 
System,  published  by  Charles  Scribner's  Sons ;  courses 
published   by   the   University  of    Chicago    Press    and 
others.     The  International  Graded  Lessons  are  prac- 
tical adaptable,  unified,  progressive,  pedagogical,  bib- 
lical, and  evangehstic,  and  are  more  universally  used 
than  the  others.    But  they  have  not  as  yet  given  entire 
satisfaction,   hence,   many   schools   have   not   adopted 
them.     One  reason  for  this  is  that  more  than  fifty  per 
cent,  of  the  Sunday  schools  in  North  America  do  not 
have  over  six  classes,  some  less.     Another  reason  is 
because  it  means  the  breaking  up  of  the  unity  of  the 
old  type  teachers'  meeting  for  the  study  of  the  les- 
son.    Again,  some  of  the  courses  have  introduced  so 
much  extra   bibHcal   material.      One   of  the    severest 
criticisms  I  find  from  many  ministers,  Sunday-school 
leaders,  teachers,  and  parents  is  the  tendency  on  the 
part  of  some  writers  to  eliminate  the  contra-  or  super- 
natural from  the  Bible.     Personally,  I  believe  there 
must  be   a  readjustment,   a   recasting  of  the   graded 
work,  that  a  more  simple  system  with  adequate  courses 

41 


The  Sunday  School  in  Action 

of  study  be  provided  for  the  numerous  small  schools. 
I  believe  also,  that  although  there  has  been  a  change 
of  emphasis  in  the  study  and  interpretation  of  the 
Bible,  that  we  must  adhere  to  the  inspiration  of  the 
Scriptures,  to  the  great  doctrines  which  they  teach  and 
the  supernatural  which  pervades  them  throughout  and 
that  we  must  so  teach  them  to  our  children.  I  believe 
one  of  the  best  wa}'s  to  settle  this  matter  is  for  con- 
structive courses  to  be  outlined  by  the  International 
Lesson  Committee  and  that  the  denominations  of  sim- 
ilar faith  unite  in  writing  their  own  lessons. 

VALUE  OF  GRADED  LESSONS. 

The  graded  lessons  aim  to  reach  the  religious  needs 
of  every  period  and  year  of  the  child's  life,  to  be  con- 
structive, to  establish  character,  to  lead  naturally  to 
that  period,  early  adolescence,  when  the  child  has 
great  heart  longings  to  know  God  by  accepting  Jesus 
Christ  as  his  personal  Savior.  They  also  more  thor- 
oughly prepare  for  Christian  service  because  they  fur- 
nish an  orderly,  logical  system  in  religious  training. 
Because  of  their  adaptation,  they  appeal  to  the  3'oung 
and  old  alike.  From  all  this,  one  can  readily  see  the 
value  of  grading  the  school  and  supplying  it  with  the 
best  graded  lesson  material.  They  also  produce  spe- 
cialists in  the  Sunday-school  field.  As  a  conserving 
agency  of  moral  and  religious  values  they  have  no 
equal. 

SUPPLEMENTAL  HELPS. 

Aside  from  the  regular  lesson  material,  there  must 
be  additional  helps  if  the  pupil  would  receive  the  great- 

42 


The  Graded  Sunday  School 

est  good. '  Supplemental  helps  must  be  furnished,  such 
as  hymns,  poetry,  stories,  and  the  like,  to  suit  the 
grades  and  departments  in  which  they  are  to  be  used. 

THE  BUILDING. 

To  do  the  best  work,  a  building  should  be  so  con- 
structed as  to  furnish  at  least  a  separate  room  for  each 
division.  Much  better,  an  assembly  room  for  each 
division  and  a  separate  room  for  each  class.  Owing 
to  the  fact  that  many  Sunday  schools  have  but  one 
room  in  which  to  hold  their  sessions,  heavy  curtains 
may  be  provided  to  separate  the  departments,  espe- 
cially during  the  lesson  study  period.  Owing  to  the 
rapid  introduction  of  the  graded  system,  there  has 
been  in  recent  years  a  remarkable  change  in  church 
architecture.  Commodious,  well  lighted,  well  venti- 
lated, well  equipped  Sunday-school  houses  are  the 
ideal  for  the  ideal  Sunday  school. 

OTHER   EQUIPMENT. 

As  the  public  schools  have  their  laboratories  and 
splendid  equipment  in  order  to  give  adequate  training, 
so  the  religious  school  should  be  willing  to  furnish  the 
best  equipment  for  the  training  of  the  religious  nature 
of  the  child. 

Each  department  should  be  amply  equipped.  The 
rooms  should  be  commodious,  well  lighted,  well  aired, 
with  rugs  on  the  floor  and  suitable  pictures  on  the 
walls.  The  color  scheme  should  harmonize  and  be 
restful  to  the  eyes,  thus  making  the  rooms  cheerful 
and  attractive.  If  possible,  each  department  should 
also  have  its  own  piano  and  music  books.     The  Ele- 

43 


The  Sunday  School  in  Action 

mentary  Division  should  have  tables,  chairs,  sand 
tables  for  story  work,  blackboards,  cabinets  or  cup- 
boards for  the  careful  keeping  of  supplies  and  lesson 
material,  such  as  books,  pictures,  models,  objects, 
curios,  sticks,  blocks,  tools  with  which  to  work,  and 
the  like.  The  tables  and  chairs  should  be  of  such  a 
size  as  will  suit  the  department  and  be  restful  to  the 
child. 

In  the  Junior  and  Intermediate  departments,  there 
should  be  an  ample  quantity  of  American  Revised 
Bibles,  also  stereoscopes  and  pictures,  stereographs, 
blackboards,  maps,  charts,  and  models,  and  such  other 
material  as  is  needed  in  the  work  of  teaching. 

In  the  Senior  and  Adult  departments  there  should 
be  a  ready  reference  library,  blackboards,  maps,  a  few 
appropriate  pictures.  Here  the  stereopticon  can  be 
used  to  a  great  advantage. 

STARTING   GRADED   SCHOOLS   AND  LESSONS. 

It  is  more  difficult  to  grade  the  Sunday  school  than 
the  public  school,  because  of  the  numerous  denomina- 
tions and  the  great  number  of  children  who  do  not  go 
to  Sunday  school  anywhere.  There  is  no  law  to  com- 
pel them  to  go.  Then,  too,  there  is  more  or  less  shift- 
ing of  the  pupils  from  school  to  school  because  of 
friendships  and  other  influences  brought  to  bear  upon 
them.  Many  upon  the  least  provocation  stop  going. 
Quite  frequently  there  is  no  parental  sympathy  and 
co-operation.  All  these  and  many  other  reasons  might 
be  mentioned,  but  the  main  thing  is  to  do  the  best  with 
the  material  on  hand.     This  can  be  done  by  enlisting 

44 


The  Graded  Sunday  School 

the  co-operation  of  the  pastor,  church  officers,  Sunday- 
school  officers,  and  teachers,  as  well  as  the  parents 
when  possible,  the  pastor  being  the  key  man.  In  grad- 
ing there  must  be  some  flexibility  as  to  age,  classes, 
and  teachers,  else  there  will  be  an  endless  lot  of 
trouble.  Each  division  should  have  its  own  corps  of 
officers  and  teachers,  and  where  the  school  is  large, 
each  grade  or  department. 

In  introducing  graded  lesson  material,  there  should 
be  caution.  First  of  all,  a  thorough  study  of  the  sys- 
tem to  be  used,  likewise  a  careful  survey  of  the  entire 
school.  It  is  not  best  to  introduce  the  graded  work 
into  the  entire  school  at  once.  Begin  with  the  elemen- 
tary grades  first,  then  as  the  children  in  these  are  pro- 
moted from  year  to  year,  the  graded  material  may  be 
introduced  in  the  higher  grades.  "Make  haste  slowly" 
should  be  the  motto. 

CLASSIFICATION    SUPERINTENDENT. 

Some  schools  have  a  Classification  Superintendent, 
whose  business  is  to  meet  all  new  pupils,  ascertain  all 
necessary  information  as  to  age  and  the  like,  and  then 
see  that  they  are  placed  in  the  proper  classes  and  de- 
partments. Many  of  our  Sunday  schools  need  to  ex- 
ercise greater  care  in  this  respect.  Too  often  the 
whims  of  the  new  pupil  or  the  one  who  brought  him, 
are  taken  into  consideration  to  the  injury  of  both  the 
school  and  pupil.  Christian  conservatism  has  been  the 
hardest  thing  to  meet  in  the  introduction  of  these 
modern,  aggressive,  sane  methods  in  religious  educa- 
tion, but  the  tide  is  in  the  right  direction.     Not  many 

45 


The  Sunday  School  in  Action 

years  hence  all  Sunday  schools  will  be  graded  and  will 
use  the  graded  lessons.  Then  parents  will  consider  it 
a  delight  to  send  or  take  their  children  to  the  reli- 
gious school  of  the  church  and  the  children  them- 
selves will  consider  their  preparation  for  life  incom- 
plete without  a  thorough  religious  education. 

The  graded  system  and  lessons  can  be  used  alike 
in  city,  town,  or  country,  and  many  who  have  tried 
them  are  loud  in  their  praises. 


46 


CHAPTER   VIII. 

THE  ORGANIZED  CLASS 

Along  with  other  aggressive  steps  in  Sunday-school 
work  has  been  the  introduction  of  the  organized  class, 
which,  in  numerous  instances,  has  proven  a  great  help 
in  many  ways.  This  work  has  been  carried  on  mostly 
in  the  grades  above  the  Junior,  yet  a  goodly  number 
in  this  department  have  taken  up  the  work  and  speak 
of  its  great  value. 

WHAT    IT    IS. 

In  spite  of  so  many  organized  classes  at  present, 
some  ask,  What  is  the  organized  class?  It  is  a  Sun- 
day-school class  which  elects  officers,  such  as  presi- 
dent, vice  president,  secretary,  treasurer,  and  teacher, 
also  appoints  such  committees  as  are  needed  to  carry 
on  such  work  as  will  develop  Christian  character  by 
administering  to  others  as  well  as  to  self. 

HOW   TO   ORGANIZE. 

P^irst  of  all,  the  value  of  class  organization  must 
be  impressed  upon  the  class  before  undertaking  it. 
The  work  and  its  value  must  be  clearly  defined.  To 
undertake  it  in  a  half-hearted  way  writes  failure  in  the 
beginning.  The  pastor,  superintendent  of  the  school, 
and  department  must  believe  in  it;  the  teacher  must 
be  on  fire  for  it.  After  these  have  created  class  senti- 
ment and  desire  for  it,  then  a  time  and  place  should  be 
set  to  do  the  work.  The  best  time  is  some  evening 
during  the  week.     This  meeting  may  be  held  at  the 

47 


The  Sunday  School  in  Action 

church,  the  home  of  the  teacher  or  one  of  the  members 
of  the  class.  Time  should  be  taken  to  work  out  the 
organization  and  its  plans  in  order  to  accomplish  the 
best  results.     Here  are  some  of  the  things  to  be  done: 

1.  Elect  a  temporary  chairman  and  secretary. 

2.  Open  the  meeting  with  appropriate  Scripture 
reading  and  prayer. 

3.  Give  a  clear  statement  as  to  object  of  the  meet- 
ing and  tell  of  the  benefits  of  class  organization. 

4.  Elect  class  officers. 

5.  Appoint  proper  committees. 

6.  Select  appropriate  name,  class  motto,  and  class 
colors. 

7.  Select  a  class  pin.  Many  classes  use  the  inter- 
national emblems.  Green  and  white  for  the  Elemen- 
tary ;  blue  and  white  for  Secondary ;  red  and  white  for 
the  Adult. 

8.  Appoint  a  committee  to  prepare  a  constitution 
for  adoption  by  vote.  The  International  Association 
has  a  good,  suggestive  constitution  that  might  be  used. 

9.  Decide  as  to  the  frequency  of  the  class  meet- 
ings. 

10.  The  committees  will  map  out  a  policy  and  pro- 
gram of  work.  This  policy  and  program  should  be 
constructive. 

All  the  foregoing  work  cannot  be  done  at  the  first 
meeting.    Time  should  be  taken  to  do  everything  well. 

VALUE   OF    CLASS    ORGANIZATION. 

An  organization  of  this  kind  is  of  untold  value  in 
many  ways. 

48 


The  Organized  Class 

It  helps  the  pupil  by  tying  him  to  the  group  and 
to  the  school.  It  makes  him  feel  that  he  is  a  part  of 
an  important  organization,  that  he  is  responsible  for 
his  share  of  the  work  in  the  class,  out  of  the  class,  on 
committees,  and  the  like.  Thus  he  is  inspired  to  do 
his  part  in  order  to  have  success  and  at  the  same  time 
he  is  unconsciously  growing  into  a  larger  and  better 
life. 

It  helps  the  teacher.  It  gives  system  to  his  work. 
It  enlarges  his  vision  and  opportunities  for  helping 
each  pupil,  the  class  as  a  whole  and  those  to  whom 
the  class  ministers.  It  gives  a  point  of  contact  that 
he  cannot  otherwise  have.  It  broadens  his  love  and 
sympathies.  Indeed,  many  teachers  have  been  made 
over  because  of  thorough  class  organization. 

It  helps  the  class.  The  class  is  an  integral  part  of 
the  Sunday  school.  By  means  of  organization  and  a 
unified  program  of  work,  the  members  of  the  class 
are  cemented  together.  They  have  common  interests ; 
there  is  more  regularity  in  attendance;  new  pupils  are 
brought  in  and  the  class  enlarged ;  a  spirit  of  fraternity 
is  created  which  is  invaluable  to  our  youth.  Organ- 
ization is  a  class  builder  and  strengthener. 

Its  value  to  the  church.  Training  is  the  slogan  of 
to-day.  The  class  is  a  part  of  the  church,  hence,  the 
training  received  in  organized  class  work  is  valuable 
in  that  it  gives  to  the  church  a  loyal,  trained  member- 
ship, ready  to  intelligently  and  successfully  carry  on 
the  work  of  the  Master.  The  organized  class  aims  to 
get  every  member  to  accept  Christ  as  a  personal  Sa- 

49 


The  Sunday  School  in  Action 

vior  and  unite  with  the  visible  church  as  a  preparation 
for  that  larger  Ufe  here  and  hereafter. 

Its  value  to  the  community.  The  church  should 
aim  to  raise  up  a  strong,  loyal  citizenship.  Along  with 
other  leaders  in  religious  education,  I  believe  the  or- 
ganized class  can  be  made  to  meet  all  the  longings  for 
organization  in  the  lives  of  our  youth  and  adult  life. 
The  church  has  been  slow  to  relate  itself  to  this  gre- 
garious instinct  of  human  nature,  hence,  many  organ- 
izations of  an  unsavory  character  have  sprung  up, 
which  have  been  ruinous  to  their  membership.  Then, 
too,  numerous  extra  church  organizations  have  arisen, 
which  have  done  good  work  but  have  been  an  extra 
burden  to  the  already  over-taxed  religious  leaders  and 
workers.  The  organized  Sunday-school  class  dis- 
tributes this  burden  and  ties  the  pupil  to  the  greatest 
philanthropic,  benevolent  institution  in  the  world,  the 
Christian  church.  It  thus  blesses  humanity  by  raising 
up  an  intelligent,  Christian  citizenship,  which  is  not 
only  interested  in  Bible  reading  and  prayer,  but  in  the 
welfare  of  others.  Its  altruistic  value  is  inestimable. 
It  enriches  community  life  and  because  of  its  breadth 
of  vision  and  scope  of  activity,  makes  religion  at- 
tractive. 

THE  ELEMENTARY  DIVISION. 

Only  a  few  classes  in  this  department  organize. 
Some  have  found  increased  interest  and  class  spirit 
even  here.  It  is  difficult  to  secure  competent  leaders 
for  this  work  among  the  class  membership  at  this 
period,  hence,  organization  is  not  encouraged. 

50 


The  Organized  Class 

THE   SECONDARY   DIVISION. 

When  we  come  to  the  Secondary  Division  of  the 
Sunday  school,  which  includes  the  Intermediate  and 
Senior  departments,  or  ages  from  twelve  to  twenty 
years,  we  can  readily  see  the  importance  of  class  or- 
ganization. It  is  in  the  early  teens  that  the  boys  and 
girls  drop  out.  The  organized  class  meets  the  natural 
desires  of  the  whole  Secondary  Division  period.  It 
satisfies  the  gang  instinct,  and  through  the  distribution 
of  responsibility  develops  leaders.  It  increases  class 
efficiency  and  holds  the  members  to  the  class,  thus 
giving  added  strength  to  the  teacher. 

CLASS    ACTIVITIES. 

The  question  is  often  asked,  what  can  I  give  my 
class  of  boys  or  girls  to  do?  I  think  the  very  best 
thing  for  a  teacher  to  do  is  to  thoroughly  study  from 
time  to  time  the  needs  of  the  class,  the  church,  and  the 
community.  This  to  be  done  with  the  leaders  of  the 
class  first,  then  with  the  class  itself.  A  program  of 
class  activities  for  one  class  will  not  suffice  for  an- 
other. Boys  and  girls  will  not  co-operate  unless  in- 
terested. 

CLASS   GAMES   AND  ATHLETICS. 

One  of  the  things  that  is  prominent  in  young  life 
is  expressional  work  in  the  form  of  play  and  games. 
This  is  natural.  The  play  instinct  shows  itself  early 
in  life  and  should  be  properly  guided  as  an  educational 
factor  in  every  life  through  the  years.  As  boys  and 
girls  grow  older,  games  become  competitive  in  the 
form  of  athletics,  which  are  valuable  in  developing  the 

51 


The  Sunday  School  in  Action 

best  thought,  responsibiHty,  and  energy  in  the  individ- 
ual as  well  as  in  the  group.  There  are  many  splendid 
indoor  and  outdoor  games  with  which  the  leaders 
should  become  acquainted  with  a  view  to  using  them 
for  the  highest  good  of  the  members  of  the  class. 

CLASS   SOCIALS. 

Early  in  the  teens  the  concern  for  others,  especially 
the  opposite  sex  shows  itself,  and  in  the  later  teens  is 
very  marked.  In  religious  education  the  greatest  care 
and  concern  should  be  given  to  this  important  instinct. 
A  normal  character  should  be  the  aim.  An  organized 
class  may  plan  socials  of  a  high  type,  occasionally  in- 
viting the  opposite  sex,  thus  cultivating  lofty  ideals 
of  manhood  and  womanhood.  The  church  is  responsi- 
ble for  the  development  of  the  social  instinct  and  the 
organized  class  furnishes  a  splendid  opportunity  for 
action. 

OTHER    ACTIVITIES. 

The  classes  of  this  division  can  hold  prayer-meet- 
ings; do  special  Bible  study  work,  visit  hospitals, 
county  homes ;  do  messenger  service ;  be  active  in 
Christian  Endeavor,  mission  bands,  mission  study 
work,  temperance,  play  in  orchestra,  sing  in  choir, 
boost  Sunday-school  and  church  service,  collect  money, 
support  the  church  and  its  interests  systematically  and 
regularly,  have  nature  study  classes,  give  entertain- 
ments, beautify  church  grounds,  be  interested  in  wel- 
fare and  maintainance  of  the  community.  Numerous 
other  things  might  be  mentioned  as  suggestive. 

52 


The  Orzcinized  Class 


NAMES    AND    MOTTOES. 

To-day  there  are  thousands  of  organized  classes  in 
the  Secondary  Division.  These  classes  have  names 
and  mottoes,  some  of  which  are  quite  novel  and  sug- 
gestive. Some  classes  prefer  to  select  their  names 
and  mottoes  from  the  Bible,  while  others  take  the 
names  of  heroes,  Greek  letters,  or  names  that  indicate 
some  kind  of  Christian  service.  The  name  helps  to 
create  a  strong  and  healthy  class  spirit.  It  is  well 
also  for  the  class  to  have  its  spirit  and  purpose  em- 
bodied in  a  strong  motto.  This  ofttimes  tends  to  loy- 
alty on  the  part  of  its  members  as  well  as  interests 
others. 

As  merely  suggestive,  I  here  mention  but  a  few 
names  and  mottoes. 


A^ame. 
The  Invincibles. 

Truth  Seekers. 
Soldiers  of  the  Cross. 
Golden  Hours  Class. 
Good  Fortune  Class. 
The  Loyal  Sons. 
The  Up-Streamers. 
Plodders. 

Daughters  of  Temperance 
The  Cheerful  Wigglers. 
The  Hard  Shells. 

The  White  Tigers. 


Motto. 
"All  things  are  possible  to  him 

that  believeth."   Mark  9:23. 
"Thy  word  is  truth."  John  17:17. 
"Loyal  to  our  Captain." 
"Get  together  often." 
"Success  the   aim  of  all." 
"The  other  fellow." 
"Breasting  the  waves." 
"Slow  but  sure." 
"Overcome   evil  with   good." 
"Creep,   if   you  cannot  walk." 
"Endure    hardness    as    a    good 

soldier."  IL  Tim.  2:3. 
"Strong  and  True." 
S3  ...        . 


The  Sunday  School  in  Action 

ADULT  DIVISION. 

In  the  Adult  Division,  which  includes  all  pupils 
above  twenty  years,  we  have  more  mature  men  and 
women.  Here  games  and  athletics  ofttimes  can  be 
made  a  means  to  an  end  and  organization  perfect 
itself  for  definite  leadership  in  the  work  of  the  vari- 
ous church  societies  and  the  work  of  the  kingdom. 
Here  every  phase  of  religious  activity  and  social  serv- 
ice may  find  place.  Here  community  interests  and 
problems  may  be  considered  and  worked  out.  Bible 
study,  church  history,  missions,  benevolence,  evangel- 
ism, temperance,  and  a  thousand  other  important 
things  may  find  place  in  the  program  of  the  adult  or- 
ganized class.  Here,  too,  class  names  and  mottoes 
play  an  important  part  in  the  work,  such  as: 

Name.  Motto. 

King's  Sons.  "The   King's  business  requireth  haste." 

Armor  Bearers.    "Put  on  the  whole  armor  of  God." 
Yoke  Fellows.       "Equally  yoked  together." 
Rock  Builders.      "Christ  our  rock," 
Soul  Winners.       "The  other  fellow." 
Onward.  "We  mean  business." 

Sunshine  Band.     "Keep  sweet." 
Church  Helpers.  "For  Christ  and  the  church." 
Helping  Hands.    "Whatsoever  thy  hand  findeth  to  do, 

do  it  with  thy  might." 
Bercans.  "Search  the  Scriptures  daily." 

Christian  Heroes.  "Quit  you  like  men." 
Pilgrims.  "Heaven  is  our  home."  (Suitable  for  old 

people's  class.) 
54 


The  Organized  Class 

OTHER  THINGS  HELPFUL. 

Some  classes  have  their  own  song  and  yell,  to  be 
used  on  certain  occasions.  A  well-written  song  helps 
to  create  class  loyalty  and  pride,  especially,  with  pupils 
in  the  Secondary  Division.  Class  picnics,  class  ex- 
cursions, class  pictures,  and  other  activities  also  add 
interest. 


SIZE  OF  CLASS. 

In  the  Secondary  Division  it  is  not  well  to  make 
the  class  so  large  especially  in  the  Intermediate  grade. 
A  class  from  ten  to  thirty  members  is  sufficiently 
large  because  this  is  the  most  critical  period  of  young 
life,  physically,  mentally,  socially,  and  religiously.  In 
this  grade  most  of  the  pupils  should  be  led  to  Christ 
and  into  the  church.  What  is  needed  most  is  wise 
leadership.  If  too  large,  the  class  becomes  unwieldy 
and  the  end  sought  is  lost.  In  the  next  grade,  the 
Senior,  the  class  may  be  larger.  Here,  too,  the  best 
leadership  is  needed  in  helping  to  direct  the  youth  to 
the  wisest  choices  in  life.  It  is  best  to  have  the  sexes 
separate  in  the  Secondary  Division.  Men  teachers  for 
boys'  classes  and  women  teachers  for  girls'  classes. 

In  the  Adult  Division  the  classes  may  be  large  if 
so  desired.  Here  separate  classes  for  men  and  women 
have  done  great  things.  Mixed  classes  also  have  done 
splendid  work.  In  many  instances  the  men's  classes 
have  federated  into  a  brotherhood,  which  has  been  a 
strong  arm  of  the  church,  and  the  women's  classes 
have  federated  into  a  sisterhood,  taking  the  place  and 

55 


The  Sunday  School  in  Action 

doing  the  work  of  the  Ladies'  Aid,  Home  and  Foreign 
Missionary  societies  of  the  local  church. 

CLASS   CERTIFICATE. 

The  International  Sunday-school  Association  and 
the  various  denominations  have  a  plan  by  which  every 
class  that  organizes  and  reports  the  same  to  its  denom- 
ination or  State  organization,  receives  a  beautiful  cer- 
tificate upon  the  remittance  of  a  small  fee  of  twenty- 
five  cents.  As  a  proof  of  the  value  of  this  work, 
classes  numbering  tens  of  thousands  are  enrolled  in 
this  mighty  movement. 

boys'  and  girls'  congress. 
Recently  a  movement  called  the  Boys'  and  Girls' 
Congress,  was  started  with  a  view  to  creating  greater 
interest  on  the  part  of  the  boys  and  girls  of  the  teen 
age  in  both  the  Sunday  school  and  class  work.  This 
movement  is  now  under  the  direction  of  the  Secondary 
Division.  City,  county,  state,  provincial,  and  national 
congresses,  in  which  the  sexes  are  separate,  are  held. 
Here,  the  boys  and  girls  discuss  topics  vital  to  their 
own  lives  as  well  as  the  life  of  the  Sunday  school. 
These  congresses  are  helping  to  solve  the  problem  of 
holding  the  boys  and  girls  of  the  teen  age. 


56 


CHAPTER  IX. 

THE  CRADLE  ROLL 

God,  our  Heavenly  Father,  revealed  the  value  of  little 
children  through  the  example  and  teachings  of  Jesus 
Christ,  many  of  whose  disciples  have  failed  to  recog- 
nize their  worth  even  to  this  day.  The  sweetest  thing 
on  earth  is  a  little  babe.  It  cheers  the  saddened  heart, 
it  unburdens  the  weary  and  heavy  ladened,  its  radiance 
penetrates  the  darkest  gloom,  its  love  crushes  out  en- 
mity, its  innocence  and  purity  inspire  to  the  loftiest 
thoughts,  its  faith  astounds  the  profoundest  thinkers, 
it  is  the  light  and  the  life  of  the  home,  it  is  the  joy 
and  pride  of  every  community,  it  has  become  the  cen- 
ter of  profound  and  interesting  study,  the  results  of 
which  have  enriched  the  whole  world.  But  only 
Christ,  the  great  Master,  Icnows  its  value.  As  he  said 
to  Peter,  the  great  Apostle,  "Feed  my  lambs,"  so  he 
speaks  to  the  leaders  of  his  church  to-day. 

I  am  glad  the  Sunday  school  is  so  all  compre- 
hensive in  its  scope  that  it  includes  within  its  ranks 
the  newly-born  infant  as  well  as  the  aged  and  infirm. 
That  it  has  a  department  called  the  Cradle  Roll,  which 
is  no  longer  an  experiment. 

WHAT    IT    IS. 

It  is  really  the  first  department  of  the  Sunday 
school.    I  call  it  the  first  (although  it  was  one  of  the 

57 


The  Sunday  School  in  Action 

last  to  be  organized),  because  it  deals  with  the  individ- 
ual in  the  first  years  of  his  life.  The  first  three  years 
constitute  the  age  limit,  and  all  babies  in  the  com- 
munity regardless  of  race,  sex,  or  home  are  entitled 
to  membership  upon  its  roll.  Yes,  the  Cradle  Roll 
includes 

"Babies  short  and  babies  tall. 

Babies  big  and  babies  small. 

Blue-eyed  babies,  babies  fair, 

Brown-eyed  babies  with  lots  of  hair, 

Babies  so  tiny  they  can't  sit  up, 

Babies  that  drink  from  a  silver  cup. 

Babies  that  coo,  babies  that  creep. 

Babies  that  only  can  eat  and  sleep. 

Babies  that  laugh  and  babies  that  talk. 

Babies  quite  big  enough  to  walk. 

Dimpled  fingers  and  dimpled  feet. 

What  in  the  world  is  half  so  sweet 

As  babies  that  jump,  laugh,  cry,  and  crawl, 

Eat,  sleep,  talk,  walk,  creep,  coo,  and  all, 

Wee  babies?" 

ITS    PURPOSE. 

The  purpose  of  the  Cradle  Roll  is  to  teach  older 
ones  the  relation  of  the  child  to  the  kingdom  and  to 
so  relate  it  to  proper  religious  life,  religious  environ- 
ment, and  religious  teaching  that  when  it  reaches 
maturer  years  it  can  easily  be  saved  and  endeared  to 
the  kingdom  of  God  and  the  church.  Its  purpose  is 
to  show  the  spirit  of  the  Master  toward  the  life  of 
every  child.     To  identify  the  child  in  a  visible  way 

58 


The  Cradle  Roll 

with  the  church,  also  to  help  impress  upon  parents 
their  solemn  obligations  in  training  their  children  in 
religion.  Its  purpose  also  is  to  furnish  information  on 
the  care  and  training  of  children.  In  this  it  compre- 
hends the  entire  child — body,  mind,  and  spirit. 

ITS  VALUE. 

John  \\^anamaker  says,  "I  believe  that  any  Sunday 
school  that  does  not  have  a  Cradle  Roll  Department 
is  shutting  off  one  of  the  most  blessed  methods  of 
work  for  the  Master." 

''Many  men  have  straightened  up  and  with  God's 
help  led  clean  lives  because  of  the  little  child  in  the 
home.  Many  others  will  do  it  when  a  tactful  worker 
shows  that  the  Sunday  school  is  interested  in  the 
child's  religious  training  and  shows  the  parents  how 
largely  they  are  responsible  for  that  training." 

"Fathers  and  mothers,  older  sisters  and  brothers 
have  been  led  into  relationship  with  Christ  through 
the  Cradle  Roll  Department  of  the  Sunday  school 
again  and  again." 

I  might  add  that  thousands  of  famiUes  have  found 
their  way  into  the  kingdom  and  the  church  because  of 
the  good  work  of  this  department.  It  is  the  entering 
wedge  into  the  home  of  the  unsaved ;  it  is  more  vital 
to  establishing  the  kingdom  within  the  child  than  any 
other  department  of  the  work;  it  also  builds  up  the 
Beginners'  and  Primary  departments  of  the  school. 
As  no  home  is  complete  that  has  never  had  the  cooing 
and  prattle  of  a  baby,  so  no  Sunday  school  is  com- 
plete without  a  Cradle  Roll  Department. 

59 


The  Sunday  School  in  Action 

"It  seems  a  breath  from  heaven, 

Round  many  a  cradle  hes ; 
And  every  little  baby 

Is  a  message  from  the  skies." 

HOW   START  THE  CRADLE  ROLL. 

The  organization  of  this  department  must  be  sim- 
ple for  its  work  is  simple.  It  deals  with  the  child 
when  most  care  is  given  to  its  little  body,  that  period 
of  its  life  when  it  is  merely  a  bundle  of  instincts  with 
all  the  undeveloped  potentialities  of  a  human  being. 

THE   PREPARATION. 

The  pastor  should  take  the  initiative.  We  assume 
that  he  is  well  informed  on  this  as  well  as  every  other 
phase  of  Sunday-school  work.  He  should  have  the 
matter  well  in  hand.  Preach  one  or  more  sermons  on 
a  live  theme  which  will  relate  itself  easily  to  the  work 
for  and  with  the  children,  showing  the  purpose  and 
value  of  this  department  of  the  Sunday  school  and 
how  it  can  be  started  and  promoted.  He  should  also 
talk  the  matter  over  with  his  Sunday-school  officers 
and  teachers  and  with  them  decide  on  the  initial  steps 
in  the  work.  The  matter  should  also  be  presented  to 
the  entire  school,  his  sermons  and  talks  to  be  supple- 
mented by  the  public  endorsement  of  the  superintend- 
ents of  the  different  departments.  If  these  sugges- 
tions are  followed,  a  favorable  atmosphere  will  soon 
be  created  and  it  will  not  be  difficult  to  start  the  work. 

THE  SUPERINTENDENT. 

One  of  the  first  things  is  to  secure  an  intelligent 
woman  who  really  loves  babies,  who  is  willing  to  ac- 

60 


The  Cradle  Roll 

quaint  herself  with  their  needs  as  well  as  the  best 
ways  in  caring  for  them  when  sick  or  well,  and  who 
will  gladly  give  much  of  her  time  in  devotion  to  the 
cause. 

It  is  well  that  there  be  an  Assistant  Superintendent 
for,  as  the  work  grows  and  increases  in  interest,  much 
time  will  be  required  to  do  the  work  thoroughly  and 
constructively.  Then,  too,  in  case  the  superintendent 
is  sick  or  unable  to  attend  to  the  work  at  times,  the 
assistant  can  carry  on  the  work  without  interruption. 

It  might  be  well  in  case  the  church  and  Sunday 
school  are  large,  to  have  a  third  and  fourth  assistant, 
also  a  secretary,  who  may  also  act  as  treasurer  of  the 
department. 

DUTIES    OF    OFFICERS. 

The  new  officers  are  now  appointed  or  elected. 
What  is  the  next  step,  and  what  are  the  duties?  The 
preparation  having  been  previously  made,  it  is  neces- 
sary to  secure  by  request  from  the  platform  and 
through  the  teachers  of  the  school,  the  name  and  ad- 
dress of  every  home  where  there  is  a  little  baby  under 
four  years.  Following  this,  there  must  be  a  sys- 
tematic visitation  of  every  one  of  these  homes  as  well 
as  the  many  homes  in  the  community  not  identified 
w^ith  any  church  or  Sunday  school. 

The  visitor  must  be  very  courteous,  kind,  and 
tactful,  presenting  herself  in  a  neat,  tidy  appearance. 
Her  approach  will  have  much  to  do  with  her  success. 
The  work  must  be  explained  to  the  parents  in  a  clear 
and  simple  way.     She   should  create   an  atmosphere 

61 


The  Sunday  School  in  Action 

that  will  make  the  parents  anxious  for  her  return 
as  well  as  to  know  more  about  the  work.  In  some 
homes  occasion  might  present  itself  for  a  short  and 
tender  prayer  from  the  visitor ;  however,  tact  and  wis- 
dom must  be  used  in  this  respect.  One  should  be  able 
to  read  human  nature  and  readily  detect  human  needs. 

In  case  the  baby's  name  is  not  secured  upon  the 
first  visit,  then  a  Cradle  Roll  Application  Blank  should 
be  left  which  has  a  place  for  the  baby's  name,  date  of 
its  birth,  date  of  enrollment,  name  of  Sunday  school, 
name  of  each  parent,  their  church  relationship,  fath- 
ers occupation,  and  any  other  information  desirable. 
A  promise  to  call  later  for  the  blank  should  be  faith- 
fully kept.  When  the  blank  is  properly  filled  out, 
then  a  beautiful  certificate  suitable  for  framing  should 
be  furnished  the  parents,  which  will  be  a  keep-sake 
for  the  child  in  after  years,  and  the  baby's  name  en- 
tered upon  the  Sunday-school  records  and  the  Cradle 
Roll  Chart,  which  hangs  on  the  wall  in  the  Beginners' 
Department  of  the  Sunday  school. 

The  assistant  will  work  under  the  direction  of  the 
superintendent,  the  work  being  the  same  in  its  nature. 
The  secretary  and  treasurer  should  keep  a  complete 
and  careful  record  of  every  baby,  date  of  entrance, 
date  of  dismissal,  how  dismissed,  and  other  items  of 
interest.  A  small  Cradle  Roll  envelope  may  be  placed 
in  the  hands  of  each  mother,  to  be  collected  at  least 
quarterly,  also  a  birthday  offering  envelope.  In  this 
way  a  benevolent  spirit  may  be  cultivated  and  money 
secured  for  at  least  part  of  the  expense  of  carrying  on 
the  work, 

62 


The  Cradle  Roll 

The  Cradle  Roll  Superintendent  should  report  her 
work  in  detail  regularly  to  the  school  and  at  its  business 
meetings.  Some  schools  have  a  big  increase  of  names 
on  the  Cradle  Roll  by  setting  apart  a  certain  short  period 
of  time  for  the  whole  school  to  engage  in  a  "Baby 
Hunt"  and  report  the  names  of  all  babies  found,  to  the 
teachers  of  all  departments,  who  will  report  to  the 
Cradle  Roll  Superintendent. 

After  the  work  is  started  it  must  be  kept  going. 
Everybody  must  be  made  to  feel  that  it  is  a  part  of, 
not  an  organization  separate  from,  the  Sunday  school. 
The  important  thing  now  is  to  look  carefully  after 
every  baby  whose  name  is  on  the  roll,  by  visitation, 
correspondence,  and  the  use  of  printed  matter,  also  to 
be  on  the  lookout  for  all  new  babies.  When  one  or 
more  names  are  added  to  the  roll,  the  following  serv- 
ice might  be  suggestive. 

CRADLE    ROLL    SERVICE. 

"A  small,  toy  cradle  trimmed  with  bows  of  pink 
ribbon  is  placed  on  a  stand  in  front  of  the  Primary 
Department,  and  the  names  of  the  babies  are  read  by 
the  Cradle  Roll  Superintendent,  after  which  the  de- 
partment recites : 

"Little  cradle,  do  you  think, 
With  your  pretty  bows  of  pink, 
You  can  faithful  be  and  true. 
To  the  names  we  trust  to  you? 
As  we  lay  it  gently  there. 
We  will  add  this  little  prayer, 
63 


The  Sunday  School  in  Action 

That  the  little  baby  face, 

In  our  class  may  find  a  place." 

A  little  child  then  drops  the  names  into  it  while 
another  rocks  it.  The  Department  sings  the  Cradle 
Roll  song,  found  in  "Carols,"  or  the  following: 

''Another  child  has  come  to  earth, 
We  sing  it  lullaby ; 

We  greet  with  joy  its  happy  birth, 
Lulla-by,  lulla-by ;  by-low,  by. 
By-low-by,  by-low,  by-low-by." 

And  recite  together  this  prayer: 

*'God  bless  the  babies  on  our  Cradle  Roll, 

Bless  them  and  keep  them  throughout  each  glad 
day; 
Watch  them  in  daylight  and  guard  them  in  dark- 
ness. 
May  they  grow  brighter  and  sweeter  each  day." 

The  superintendent  should  furnish  suitable  reading 
matter  in  the  form  of  books,  periodicals,  and  leaflets 
for  the  parents,  especially  the  mothers.  This  will  cre- 
ate greater  concern  and  better  care  for  the  little  ones. 
When  the  baby  is  sick,  a  visit,  a  bouquet  of  flowers, 
and  other  kindly  deeds  will  count  much  in  endearing 
the  entire  family  to  Christ  and  the  church.  If  death 
should  take  the  baby,  then  the  tenderest  sympathies 
should  be  shown.  When  the  birthday  comes,  a  nice 
card,  letter,  or  little  gift  as  a  reminder  will  do  great 
good.     In  case  the  family  moves  away,  proper  cour- 

64 


The  Cradle  Roll 

tesies  should  be  shown  and  a  letter  sent  at  once  to 
the  pastor  at  the  new  home,  telling  him  to  call  and  to 
give  the  baby's  name  to  his  Cradle  Roll  Superin- 
tendent. 

SPECIAL  OCCASIONS. 

In  the  work  of  the  Sunday  school  the  Cradle  Roll 
must  not  be  forgotten.  At  least  once  a  year  there 
should  be  a  Baby  or  Cradle  Roll  Day.  This  day  should 
be  well  planned  for  by  the  Cradle  Roll  Superintendent 
in  conjunction  with  the  other  departmental  workers. 
The  decorations  should  be  such  as  will  appeal  to  every 
member  of  the  school  and  the  visitors  who  attend. 
Special  invitations  should  be  sent  to  parents  in  the 
name  of  their  baby  whose  name  is  on  the  Cradle  Roll. 
The  program  should  fit  nicely  into  the  occasion.  There 
are  many  beautiful  little  songs  and  poems  which  are 
suitable  to  baby  life  and  appeal  to  the  deepest  emo- 
tions, such  as  ''Welcome  to  the  Cradle  Roll,"  by  Ada 
Simpson  Sherwood. 

"Welcome,  welcome  little  ones! 

To  our  school  so  dear; 
All  our  hearts  are  filled  with  joy 

When  we  see  you  here. 
From  the  last  year's  downy  nests 

Little  birds  have  flown, 
From  the  baby's  Cradle  Roll 

Little  feet  have  grown. 

"Welcome,  welcome  little  ones! 
We  were  once  like  you, 
65 


The  Sunday  School  in  Action 

On  the  baby's  Cradle  Roll ; 

But  we  grew  and  grew, 
Till  you  see  how  big  and  tall 

We  can  stand  to-day; 
And  we  can  learn  the  Golden  Texts, 

And  sing  the  songs  and  pray." 

''Welcome,  welcome  little  ones  ! 

Welcome  one  and  all. 
Even  little  ones  like  you 

May  heed  the  Savior's  call. 
'Let  them  come  to  me/  he  said, 

Many  years  ago; 
And  he  blessed  the  little  ones 

Because  he  loved  them  so." 

An  occasional  social  or  Cradle  Roll  party  for  the 
mothers  and  babies,  with  a  short  program  and  refresh- 
ments, exerts  a  good  influence.  A  picture  of  the  moth- 
ers and  children  at  such  a  time  also  begets  interest. 
At  such  a  party  a  physician  may  be  secured  to  give  a 
talk  on  the  baby's  health  or  how  to  care  for  the  baby. 
We  are  told  of  such  an  occasion  when  a  physician 
spoke  on  "The  Dangers  of  Soothing  Syrups."  At  the 
close  of  his  talk  he  presented  each  mother  with  a  tiny 
medicine  bottle  as  a  souvenir,  labeled  "Guaranteed 
Soothing  Syrup,"  inside  of  which  was  placed  a  little 
roll  of  paper  upon  which  was  written  a  beautiful  lul- 
laby to  be  sung  to  a  familiar  tune. 

PROMOTION    DAY. 

The  first  three  years  of  baby's  life  soon  rolls 
around,  then  comes  Promotion  Day,  when  it  must  be 

66 


The  Cradle  Roll 

transferred  into  the  Beginners'  Class,  This  occasion 

should  be  made  one  of  interest  and  of  such  a  nature 

that  the   child   will   be   interested,   but  above   all,   its 
parents. 

EQUIPMENT. 

Every  denominational  publishing  house  and  Sun- 
day-school supply  firm  will  furnish  a  Cradle  Roll  out- 
fit and  supplies  at  reasonable  prices.    This  consists  of: 

Record  Book  and  Record  Cards. 

Cradle  Roll  for  Wall. 

Application  Cards. 

Cradle  Roll  Certificates. 

Cradle  Roll  Letters  with  Envelopes. 

First,  Second,  and  Third  Year  Birthday  Cards 
with  Envelopes. 

Cradle  Roll  Welcome  Song. 

Promotion  Certificates. 

Mite  Boxes. 

Cradle  Roll  Pins. 

Book  for  Keeping  a  Record  of  Baby's  Life,  and 
other  helps  including  a  choice  selection  of  books  on 
child  studv. 


67 


CHAPTER    X. 

THE  HOME  DEPARTMENT 

When  Rev.  W.  A.  Duncan,  Ph.D.,  of  Syracuse,  New 
York,  organized  the  Home  Department  in  1881,  which 
was  adopted  by  the  seventh  international  convention 
at  St.  Louis  as  an  integral  part  of  the  great  Sunday- 
school  movement,  he  added  that  which  has  proven  in- 
valuable and  indispensable.  The  Sunday  school  to- 
day without  a  Home  Department  is  incomplete. 

WHAT    IT    IS. 

It  is  a  department  of  the  Sunday  school  for  the 
purpose  of  Bible  study  in  a  systematic  way  for  those 
who  cannot  attend  the  regular  session  of  the  school. 
For  those  who  are  ''shut-ins,"  such  as  the  aged,  in- 
valids, mothers  with  little  babies,  and  "shut-outs," 
men,  women,  and  young  people  whose  employment 
keeps  them  from  the  privileges  of  Sunday  school.  It 
stands  for  study  in  all  kind  of  homes.  It  is  Sunday- 
school  extension  work.  Its  motto  is  "Every  member 
of  the  church  in  the  Sunday  school  and  in  active  co- 
operation with  it."  Its  aim  should  be  the  same  as  the 
Sunday  school,  and  should  provide  constructive 
courses  aside  from  Bible  study,  such  as  church  history, 
missions,  child  psychology,  social  service,  and  other 
helpful  subjects.  This  work  can  be  promoted  in  the 
village  and  country  school  as  well  as  in  large  towns 
and  cities.    It  is  vital  to  the  home  and  church. 

68 


The  Home  Department 

HOW   START  A    HOME   DEPARTMENT. 

Again  the  pastor  is  the  key  man.  He  should  know 
the  importance  of  every  department  of  Sunday-school 
work  and  the  community  as  well.  He  should  not 
introduce  an  innovation  without  first  seeing  its  need 
and  then  wanting  it.  If  the  pastor  has  the  desire  for 
the  introduction  of  this  work,  it  would  be  well  for  him 
to  preach  a  sermon  on  "The  Relation  of  the  Sunday 
School  to  the  Home,"  or  "Bible  Study  in  the  Home," 
explaining  clearly  the  function  of  the  Home  Depart- 
ment. Then,  later,  he  should  call  his  Sunday-school 
association  together,  or  the  executive  committee  in  a 
conference,  taking  plenty  of  time  to  explain,  showing 
the  value  of  such  work,  to  the  church  and  homes  in 
his  parish,  thus  creating  a  strong  desire  on  the  part 
of  the  Sunday-school  leaders  to  undertake  its  work. 
After  having  the  approval  of  this  body,  he  can  call 
a  meeting  of  the  Sunday-school  workers  for  the  elec- 
tion of  officers  and  the  appointment  of  committees. 
The  organization  should  be  simple — a  superintendent, 
assistant  superintendent,  secretary  and  treasurer,  who 
will  report  to  the  Sunday  school  at  least  quarterly. 
There  must  be  one  or  more  class  visitors.  The  num- 
ber of  visitors  depends  largely  upon  the  size  of  the 
parish  and  the  amount  of  work  to  be  done. 

A  letter  from  the  pastor  supplemented  by  one  from 
the  Sunday  school  superintendent,  leaflets  explaining 
the  Home  Department,  sent  home  with  the  children  as 
messengers,  announcements  from  the  pulpit  and  super- 
intendent's desk,  as  well  as  personal  visitation,  will 
create  interest  on  the  part  of  those  who  cannot  at- 

69 


The  Sunday  School  in  Action 

tend    Sunday    school,    and    make   them   anxious    and 
ready  to  become  members  of  this  department. 

In  order  to  secure  their  enroUment  and  promise  to 
study  the  Sunday-school  lesson  regularly,  a  card  pre- 
pared for  the  purpose  with  name,  address,  etc.,  must 
be  filled  out  to  be  kept  on  file  as  the  property  of  the 
Sunday  school  and  as  a  part  of  its  enrollment.  This 
work  should  be  done  carefully  and  thoroughly  on  a 
day  set  apart  for  the  purpose. 

From  five  to  ten  members  are  sufficient  to  make 
a  Home  Department  in  a  small  church  and  can  be 
looked  after  by  one  visitor.  Where  the  enrollment  is 
large,  the  work  should  be  divided  into  districts,  the 
members  in  each  district  constituting  a  class  with  a 
visitor  for  each  class.  The  election  of  officers  should 
be  held  annually  and  in  case  a  visitor  resigns  or  moves 
away,  another  should  be  appointed  immediately  to  fill 
his  or  her  place. 

The  following  committees  may  be  appointed :  Mem- 
bership, Social,  Welfare,  and  Spiritual  W^ork.  Other 
committees  may  be  added  as  occasion  demands.  The 
Home  Department  should  have  its  origin  in  the  at- 
mosphere of  thoughtful,  fervent  prayer. 

The  pastor  should  be  intensely  concerned  and  plan 
to  make  this  a  strong  arm  of  the  church  and  a  great 
help  in  his  work.  He  should  confer  frequently  with  the 
superintendent  and  visitors.  In  this  way  he  will  be 
able  to  keep  in  touch  with  the  families  who  need  more 
frequent  oversight  and  help.  He  should  preach  spe- 
cial sermons  and  invite  the  Home  Department  mem- 
bers to  come  and  share  in  their  helpfulness. 

70 


The  Home  Department 

DUTIES    OF    SUPERINTENDENT. 

We  are  now  talking  of  a  person  who  is  willing  to 
put  his  thought,  prayer,  and  life  into  the  work  to  win ; 
one  who  gives  evidence  of  leadership.  No  one  should 
be  given  this  position  or  even  accept  it  who  is  not 
willing  to  do  his  best.  He  is  the  head  and  must  be 
made  to  feel  the  responsibility. 

1.  He  should  pray  much. 

2.  He  should  read  what  others  are  doing. 

3.  He  should  study  new  plans. 

4.  He  should  select  the  best  visitors  possible. 

5.  He  should  see  that  every  visitor  knows  his 
work  and  how  to  do  it. 

6.  He  should  know  the  homes  of  all  the  members 
of  the  department  by  visitation.  He  should  know  ev- 
ery member. 

7.  He  should  hold  meetings  of  the  visitors  at 
least  once  a  quarter  for  counsel  and  plans. 

8.  He  should  furnish  information  to  the  pastor 
from  time  to  time  and  seek  his  endorsement  and  co- 
operation. 

9.  He  should  keep  a  complete  record  and  give  a 
detailed  quarterly  report  before  the  entire  school. 

10.  He  should  see  that  the  department  is  given 
proper  publicity. 

11.  He  should  have  full  power  to  appoint  visitors 
and  needed  helpers. 

DUTIES  OF  SECRETARY. 

To  keep  record  of  meetings. 
To  order  supplies. 

71 


The  Sunday  School  hi  Action 

To  notify  visitors. 

To  send  invitations  to  members. 

To  keep  complete  record  of  work  done. 

To  correct  the  list  from  time  to  time  as  to  change 
of  residence,  death,  or  any  other  cause. 

To  secure  by  correspondence  the  best  Home  De- 
partment literature. 

He  should  have  a  good  system  of  card  filing  in  con- 
nection with  the  main  school. 

DUTIES    OF    VISITORS. 

The  secret  of  success  in  any  work  is  faithfulness 
to  duty.  Nominal  position  does  not  count.  Putting 
the  best  into  one's  life  and  work  should  be  the  motto 
of  every  Christian.  It  is  wdiat  we  put  into  our  work 
that  enriches  us.  This  law  is  true  to  the  teachings  of 
Jesus  in  the  Parable  of  the  Talents,  in  which  he  said, 
"For  unto  every  one  that  hath,  shall  be  given,  and  he 
shall  have  abundance ;  but  from  him  that  hath  not, 
even  that  w^hich  he  hath  shall  be  taken  away."  The 
use  of  powers  and  opportunities  increases  one's  joy 
and  efficiency,  hence  the  incentive  to  the  Home  De- 
partment visitor.  He  may  be  a  young,  middle-aged, 
or  an  old  person.  Ofttimes  an  aged  minister,  not  in 
charge  of  a  pastorate,  can  be  used  to  an  advantage. 
None  should  be  appointed  who  are  unwilling  to  do 
their  best.  He  is  responsible  for  the  class  or  district 
assigned  him,  and  sustains  the  same  relation  as  the 
teacher  in  the  main  school.  He  should  be  prayerful, 
tactful,  earnest,  and  conscientious  in  all  his  work.  He 
should  aim  to  create  an  atmosphere  of  interest  such 

72 


^  The  Home  Department 

as  will  mean  loyalty  to  Christ  and  his  work;  to  make 
the  members  of  his  class  feel  that  they  are  connected 
with  and  a  part  of  the  Sunday  school  and  the  church. 

He  should  provide  literature  for  the  home,  not  only 
the  lesson  helps,  but  suggest  good  books  and  papers 
that  will  stimulate  to  the  loftiest  thought,  purpose,  and 
service.  Indeed,  he  must  help  the  home  in  many 
ways.  He  can  interest  the  parent  in  child  religion, 
he  can  interest  the  children  in  the  religion  of  their 
parents.  In  many  instances,  he  can  establish  the  fam- 
ily altar. 

The  duties  of  the  visitor  are  more  numerous  than 
one  would  at  first  think.  These  may  vary  as  individ- 
uals and  communities  vary.  I  will  mention  briefly 
the  following :       He  should  : 

1.  Study  and  know  the  work. 

2.  Explain  the  work  thoroughly  to  the  members 
of  his  class  and  keep  them  interested. 

3.  Keep  cheerful,  avoid  gossiping,  and  be  very 
kind  to  those  whom  he  visits. 

4.  Furnish  ample  supply  of  literature  consisting 
of  enrollment  card,  lesson  helps,  envelopes.  Be  prompt 
in  furnishing  supplies  and  in  getting  their  reports  at 
the  time  promised. 

5.  Look  after  the  sick  and  discouraged  from  time 
to  time.  Make  occasional  visits,  keeping  them  in- 
formed as  to  the  work  of  the  Sunday  school  and 
church. 

6.  Report  all  removals  by  death  or  otherwise,  and 
be  on  the  lookout  for  new  members.  Aim  to  increase 
the  membership  list. 

73 


The  Sunday  School  in  Action 

7.  Interest  the  members  in  organizing  parents' 
classes  and  holding  mothers'  meetings. 

8.  Be  careful  in  making  out  quarterly  report  for 
the  superintendent,  giving  in  detail  all  items  that  will 
interest  the  entire  school  and  church. 

9.  Interest  the  members  of  his  class  in  the  great 
objectives  of  the  church  and  inspire  them  to  anxious 
and  willing  support  of  God's  cause. 

10.  Be  prayerful  and  Christ-like.  Example  is 
greater  than  precept. 

DUTIES   OF    MEMBERS. 

The  object  of  the  work  is  to  help  and  bless  the 
members  of  the  class,  or  classes,  to  interest  in  the  study 
of  the  Bible,  in  the  work  of  the  kingdom  and  God's 
purpose  in  one's  life,  to  establish  family  religion.  A 
selfish  and  ulterior  purpose  on  the  part  of  the  pastor, 
superintendent,  and  visitors  is  absolutely  foreign, 
hence,  the  members  owe  certain  things  to  those  who 
thus  love  and  minister.     They  should: 

1.  Be  glad  to  throw  open  their  homes  and  kindly 
and  courteously  receive  the  visitors. 

2.  Study  their  lessons  regularly  and  do  supple- 
mental reading,  also  keep  a  careful  record  of  the  time 
devoted  to  their  study. 

3.  Cultivate  the  grace  of  giving  for  the  support 
of  the  work  that  so  kindly  ministers  to  their  highest 
and  best  interests  as  well  as  the  other  great  agencies 
of  God's  kingdom.  They  should  have  their  envel- 
opes ready  and  carefully  marked  when  the  visitors 
call. 

74 


The  Home  Department 

4.  Interest  and  enlist  their  neighbors  and  friends 
who  do  not  attend  Sunday  school  anywhere,  thus  shar- 
ing in  the  joys  of  active  service. 

5.  Cultivate  personal  piety  by  means  of  secret 
prayer  and  faithful  attendance  at  such  services  as  they 
can  attend,  and  the  practice  of  family  religion. 

The  International  Executive  Committee,  on  Feb- 
ruary 8,  1912,  at  New  Orleans,  Louisiana,  unani- 
mously adopted  upon  the  recommendation  of  the  Home 
and  Visitation  Committee,  the  following:  "That  the 
scope  of  the  Home  Department  be  enlarged,  so  as  to 
present  the  privilege  of  membership  in  one  of  two 
grades,  as  follows : 

Grade  ''A,"  embracing  the  requirement  of  ordinary 
membership,  as  in  Grade  "B,"  and  in  addition,  the  en- 
gagement to  take  the  advanced  step  of  family  worship 
in  the  home,  including  at  least  the  reading  of  God's 
Word  and  prayer:  and 

Grade  "B,"  enlisting  the  member,  as  has  been  done 
heretofore,  in  the  study  of  the  Sunday-school  lesson 
for  at  least  half  an  hour  each  week. 


75 


The  Sunday  School  in  Action 

HOME  DEPARTMENT  MEMBERSHIP    AP- 
PLICATION. 

Grade  "A"  embraces  (1)  those  who  study  the  Sun- 
day School  lesson  at  least  half  an  hour  each  week, 
and,  as  far  as  practicable,  have  worship  daily  (in- 
cluding the  reading  of  God's  word  and  prayer),  with 
the  members  of  their  families;  and  (2)  those  who, 
not  being  heads  of  families,  have  similar  exercises 
privately. 

Grade  "B"  embraces  those  who,  as  far  as  practi- 
cable, study  the  Sunday-school  lesson  at  least  half 
an  hour  each  week. 

I  desire  to  rank  as  a  member  of  Grade   in 

the  Home  Department  of  Sun- 
day School  of   

Name 

Address    

Name  of  Visitor  through   whom  application   comes 


And  if  a  Membership  Certificate  be  used  it  may  be 
somewhat  as  follows: 


GRADE  "A" 
HOME  DEPARTMENT  MEMBERSHIP  CER- 
TIFICATE. 

This   certifies  that    

has  become  a  member  of  the  Home  Department  of 

Sunday   School. 

of Grade     ,    which    includes 

(1)  those  who,  etc 

(Restating  the  description  in  the  card  of  application.) 


Signatures  of  Officers. 
Date 


The  Home  Department 

ITS  BENEFITS  AND  BLESSINGS. 

When  one  thinks  of  this  work,  he  wonders  how 
any  school  can  do  without  it.  Hundreds  of  thou- 
sands of  men  and  women  have  been  enriched  spirit- 
ually in  their  lives.  It  brings  untold  benefits  and 
blessings. 

1.  It  takes  the  Sunday  school  to  those  who  can- 
not attend. 

2.  It  assists  the  pastor  in  his  work. 

3.  It  intensifies  interest  in  the  reading  and  study 
of  the  Bible. 

4.  It  builds  up  family  religion  and  makes  the 
home  more  attractive. 

5.  It  increases  the  attendance  at  the  regular  Sun- 
day-school session  and  other  church  services.  It  leads 
many  to  Christ  and  builds  up  the  church  membership. 

6.  It  interests  its  members  in  personal  and  com- 
munity problems. 

7.  It  creates  a  bond  of  love  and  sympathy  between 
adult  and  child  life. 

8.  It  cultivates  the  grace  of  giving  by  creating  an 
intelligent  interest  in  the  benevolences  of  the  church 
and  kingdom. 

9.  It  is  constructive  in  the  building  of  character. 

10.  It  makes  men  and  women  know  and  love  God. 
Its  benefits  and  blessings  are  many. 

SPECIAL    FEATURES    AND    HOW    SUSTAIN    INTEREST. 

In  order  to  keep  up  the  interest  and  membership 
and  fulfill  its  highest  purpose.  Home  Department 
workers  dare  not  be  sluggish  or  indifferent.    As  in  all 

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The  Sunday  School  in  Action 

other  lines  of  work  in  the  church,  innovations  must 
be  introduced,  new  plans,  special  days,  and  other  at- 
tractions must  be  offered,  as  well  as  rewards  and 
honor  marks,  application  cards,  letters,  certificates  of 
membership,  neat  invitations,  buttons,  badges,  seals, 
diplomas,  record  envelopes,  programs,  decorations, 
mottoes,  banners,  roll  of  honor,  evening  tea,  thimble 
party,  mothers'  meeting,  lawn  or  porch  parties,  pic- 
nics, excursions,  group  gatherings  for  review.  Home 
Department  Day  in  the  Sunday  school  and  church, 
and  other  features  may  be  planned  that  will  create  and 
intensify  interest. 

Large  use  can  be  made  of  the  children  in  the  Sun- 
day school  by  making  them  messengers  to  supplement 
the  work  of  the  visitors,  for  many  of  them  have  par- 
ents, grandparents,  big  brothers  and  sisters  who  are 
not  interested  in  the  work.  The  teachers  of  the  chil- 
dren must  co-operate  with  the  Home  Department  in 
this  way. 

Of  course,  numerous  difficulties  will  arise  in  the 
work  and  the  question  what  to  do  with  them  will  also 
come.  Let  me  answer  in  the  language  of  Mr.  Charles 
D.  Meigs  in  one  of  his  leaflets,  "First,  meet  them; 
second,  greet  them;  third,  heat  them/' 

SPECIAL  DAYS. 

The  superintendent  and  visitors  should  make  it 
clear  to  the  members  of  the  school  enrolled  in  this 
department  that  they  are  expected  to  attend  the  special 
days  of  the  Sunday  school,  such  as  Easter,  Children's 
Day,    Rally    Day,   Visitors'    Day,    Cradle   Roll    Day, 

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The  Home  Department 

Christmas,  and  the  Hke,  with  the  understanding  that 
they  receive  notice  and  special  attention  be  given  to 
their  presence.  This  department,  itself,  should  share 
in  special  days  set  apart  to  be  observed  by  the  entire 
school,  such  as  ''Home  Department  Day,"  and  "Anni- 
versary Day." 

HOME  DEPARTMENT  DAY. 

At  least  one  Sunday  in  the  year  should  be  desig- 
nated as  "Home  Department  Day"  in  the  church  and 
school.  Proper  decorations  with  banners,  mottoes,  and 
flowers,  the  violet  being  in  evidence  as  this  and  white 
are  departmental  colors.  A  special  program  should  be 
prepared  beforehand,  having  an  exercise  from  each 
department  from  the  school,  bearing  directly  upon  the 
home,  the  Bible,  and  the  Sunday  school.  Let  the 
Scripture  lesson  or  responsive  reading,  the  songs, 
prayers,  addresses,  all  fit  into  the  program.  The  super- 
intendent of  the  main  school,  his  assistants  and  teach- 
ers, should  make  the  social  atmosphere  one  of  real 
warmth.  An  address  of  wxlcome  should  be  a  part  of 
the  program  with  a  response  by  one  of  the  Home  De- 
partment members. 

A  detailed  report  of  the  work  should  be  given  by 
the  Department  Superintendent.  The  following  Home 
Department  hymn  may  be  sung  with  splendid  effect 
by  the  whole  school : 

HOME   DEPARTMENT    HYMN. 

(Tune,  "Bless  be  the  tie  that  binds.") 
"Blest  be  the  Sunday  school ! 

For  church  and  home  it  stands ; 
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The  Sunday  School  in  Action 

In  Christian  fellowship  unites 
All  ages  and  all  lands. 

"One  Lord,  one  faith,  one  Book ! 
For  youth  and  hoary  age, 
Teaching  correction,  truth,  and  light 
Gleam  from  the  sacred  page. 

"  Tor  others'  be  our  thought 

Learned  from  the  Living  Word; 
Precept  and  promise  holding  fast, 
We  walk  with  Christ,  our  Lord." 

— Carrie  B.  Leonard. 

On  this  day  the  entire  program  of  public  worship 
should  bear  upon  Bible  study  and  family  religion,  with 
a  view  to  showing  the  important  place  this  depart- 
ment holds  in  the  work  of  the  kingdom. 

The  following  is  a  list  of  suggestive  topics  for  the 
pastor : 

1.  The  Parent  and  the  Child. 

2.  The  Bible  and  the  Home. 

3.  The  Bible  in  Practical  Life. 

4.  The  Home  and  the  Community. 

5.  Religious  Education. 

6.  The  Function  of  the  Church. 

7.  The  Family  and  the  Sunday  School. 

8.  Friendship  in  Christ. 

9.  Life's  Problems. 

10.     Life  and  the  Kingdom, 
n.     Social  Service. 
12.     The  Greater  Sunday  School. 
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The  Home  Department 

During  the  Sunday-school  hour,  the  members  of  the 
Home  Department  may  be  distributed  among  the 
classes  and  departments  as  they  may  wish.  At  the 
church  service,  it  might  be  well  to  have  them  sit  in 
a  body.  Each  one  should  wear  a  Home  Department 
badge  or  a  bouquet  of  violets. 

ANNIVERSARY  DAY. 

This  is  an  important  day.  The  anniversary  of  the 
beginning  of  the  department  in  the  local  school,  the 
superintendent,  visitors,  and  members  of  the  depart- 
ment should  be  notified  as  to  the  importance  of  the 
day,  also  the  time  and  place.  The  pastor  and  officers 
of  the  main  school  should  be  invited.  The  meeting 
can  be  held  at  the  church-house  or  at  the  home  of  the 
superintendent  of  the  department  or  one  of  the  vis- 
itors. The  program  should  be  brief.  The  first  part 
should  be  given  to  business  and  the  second  part  should 
be  of  a  social  or  entertaining  nature  with  good  cheer 
throughout.  At  this  meeting,  the  annual  election  of 
officers  may  be  held,  as  well  as  a  summing  up  of  the 
past  year's  work  and  plans  laid  for  the  future. 

QUARTERLY    MEETINGS. 

The  superintendent  and  visitors  should  meet  at 
least  quarterly.  This  preferably  to  be  held  at  the 
home  of  the  superintendent  of  the  department.  After 
all  reports  have  been  made  and  business  transacted,  a 
social  hour,  with  light  refreshments  will  add  much  to 
the  joy  of  the  work. 

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The  Sunday  School  in  Action 

SOCIALS. 

The  bringing  together  of  the  members  of  this  de- 
partment in  a  social  way  is  of  great  value.  If  the  roll 
is  large,  class  socials  may  be  held;  if  small,  then  all 
the  members  can  be  brought  together.  These  socials 
may  be  held  twice  a  year  or  oftener  if  thought  wise. 

"Engrossing  and  exhausting  entertainment  that 
leaves  no  time  for  social  intercourse  is  to  be  avoided 
in  a  Home  Department  social.  On  the  other  hand, 
often  something  is  needed  'to  break  the  ice.'  A  young 
member  of  the  household  may  entertain  the  company 
by  some  simple  performance.  Pictures  or  collections 
of  post  cards  may  be  passed,  and  those  sitting  near 
one  another  will  engage  in  conversation  about  these. 
It  will  soon  be  ascertained  what  ability  each  member 
of  the  company  has  to  entertain  in  simple  ways. 
Sometimes  each  one  may  come  prepared  to  relate  a 
good  story.  As  far  as  possible,  everything  of  a  'cut- 
and-dried'  character  should  be  tabooed.  The  expense 
of  refreshments  should  not  devolve  upon  the  hostess, 
unless  she  especially  desires  it.  Free-will  offerings 
privately  handed  the  social  chairman,  a  small  member- 
ship tax,  a  donation  by  some  wealthy  member — all 
such  methods  have  provided  for  the  expenses  of  class 
socials." 


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The  Home  Department 
Suggestive  Inzntations. 


ANNIVERSARY   DAY. 

The  Anniversary  Day  of  the  Home  Department  of 

Sunday  school  will  be  held  in  the 

church  parlor  19 It  is 

necessary  that  you  be  present.  Kindly  bring  any  one 
with  you  whom  you  think  could  be  persuaded  to  be- 
come a  member.  A  good  time  is  planned  for  every- 
body. 


HOME  DEPARTMENT  SOCIAL. 

You  are  cordially  invited  to  attend  a  Home  De- 
partment   Social    to    be    given   at   the    home    of    our 

Superintendent,  Mrs ,  Thurs- 
day afternoon, 19 

Our  pastor  and  Sunday-school  superintendent  vv-ill 
be  present  and  give  short  talks.  It  will  be  a  joyous 
occasion.     Light  refreshments  will  be  served. 


These  functions  must  be  made  worth  while.  The 
aim  should  be  to  strengthen  the  ties  between  each 
member  and  Christ,  his  church,  and  the  Sunday  school. 

The  most  appropriate  place  to  hold  the  social  is 
the  church  parlor  unless  in  a  rural  community,  then 
one  of  the  members'  homes  might  be  used. 


83 


CHAPTER    XL 

THE  SUNDAY-SCHOOL  PASTOR 

Within  recent  years  the  function  of  the  pastor  has 
materially  changed,  or  rather  his  function  has  been 
more  fully  discovered  and  understood.  The  reason 
for  this  is  the  numerous  changes  in  church  organiza- 
tion and  the  shifting  of  the  emphasis.  x\t  present 
tremendous  emphasis  is  placed  on  the  teaching  depart- 
ment of  church  work  and  it  is  conceded  that  fully 
three-fourths  of  those  who  unite  with  the  church  on 
profession  of  faith,  come  from  the  ranks  of  the  Sun- 
day school.  One  writer  goes  so  far  as  to  say  that 
eighty  per  cent,  of  those  who  unite  with  the  church 
on  profession,  come  from  two-fifths  of  the  Sunday- 
school  enrollment.  We  can  readily  see  what  this 
means  as  to  what  the  attitude  of  the  pastor  should  be 
toward  this  work. 

In  considering  this  subject,  it  must  not  be  thought 
that  he  is  to  take  the  place  of  the  regular  superintend- 
ent, who,  Sabbath  after  Sabbath,  looks  after  the  school, 
and  who  devotes  time  and  energy  in  working  out  de- 
tails and  plans  for  the  carrying  on  of  the  work.  Be- 
cause of  his  position,  he  is  the  head  of  every  organ- 
ization as  chief  advisor  and  director  and  should  be  so 
recognized  by  every  true  Christian  worker. 

What  are  some  of  the  essentials  in  order  that  the 
pastor  fill  his  place  in  Sunday-school  leadership? 

84 


The  Sunday-School  Pastor 

He  must  believe  thoroughly  in  the  Sunday  school. 
There  are  ministers  who  are  unconcerned ;  who  think 
and  declare  that  it  is  their  business  to  preach,  not  to 
bother  themselves  about  the  Sunday  school.  Their 
faces  are  seldom  seen  in  its  sessions.  They  are  stran- 
gers to  the  workers  and  scholars.  Such  an  attitude 
is  destructive.  I  am  convinced  that  a  pastor's  faith 
in  any  organization  will  express  itself  tangibly,  and 
that  expression  will  largely  determine  the  success  of 
that  organization. 

As  chief  and  leader — the  head — he  must  believe 
in  its  purpose,  must  believe  that  it  can  carry  out  that 
purpose.  He  must  believe  that  it  is  vital  to  the  life 
and  growth  of  the  church.  His  faith  determines  the 
pulse,  the  heart  beats  of  the  entire  school. 

He  must  have  a  deep  concern  for  the  growth  and 
highest  efficiency  of  the  school. 

Efficiency  in  its  organization.  The  school,  in  order 
to  be  brought  up  to  the  highest  possible  efficiency, 
must  be  organized  along  modern,  aggressive  lines  of 
work.  It  must  be  organized  in  its  departmental  and 
class  activities.  Without  this  it  fails  in  a  large  degree 
to  perform  its  function. 

Efficiency  in  equipment.  No  school  can  do  first- 
class  work  without  this.  The  pastor  can  do  much  in 
seeing  that  the  latest,  improved  means  and  lesson 
helps,  as  well  as  methods  are  introduced.  Our  public 
schools  receive  the  best  in  this  respect,  why  not  the 
Sunday  schools?  The  attitude  of  the  pastor  should 
be  liberal  and  aggressive.  The  child's  comfort,  con- 
venience, and  health  should  be  looked  after  most  care- 

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The  Sunday  School  in  Action 

fully,  as  a  means  to  that  highest  end,  the  unfolding  of 
his  religious  life. 

Efficiency  in  official  leadership  and  teaching  force. 
Here  is  a  problem  that  cannot  be  passed  by  lightly. 
As  the  entire  school  is  enlightened  and  quickened  by  a 
live,  aggressive  pastor  as  chief,  so  departments  and 
classes  are  made  to  grow  and  be  full  of  spirit  by  hav- 
ing proper  officers  and  teachers.  There  is  nothing  so 
serious  as  trifling  with  God's  work  in  the  training  of 
his  children. 

The  pastor  must  see  that  men  and  women  are 
trained  in  the  Bible,  in  child  study,  religious 
pedagogy  and  other  subjects.  It  is  important  that  reli- 
gious education  receive  as  much  care  and  thought  as 
any  other  form  of  training.  Our  trend  is  in  that  direc- 
tion, but  we  are  still  a  great  way  ofif  from  reaching 
the  goal. 

He  should  have  an  intimate  acquaintance  with  the 
personnel  of  the  official  and  teaching  force  of  the 
school.  He  must  know  what  kind  of  work  is  being 
done.  He  must  know  how  to  combine  the  ideal  with 
the  practical,  and  knowing  all  this,  must  direct  his 
workers  to  the  one  great  end,  the  reaching  of  God's 
purpose  in  the  individual  life. 

He  should  see  that  the  Sunday-school  library  i? 
well  supplied  with  fresh  books  on  child  study,  teacher 
training,  and  Sunday-school  methods.  He  should  keep 
well  informed  along  all  lines  of  this  phase  of  the 
church's  activities.  An  ignorant,  uninformed  pastor 
will  fail  to  win  the  respect  of  both  old  and  young, 

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The  Sunday-School  Pastor 

The  pastor  must  be  at  home  in  the  school.  In  its 
Sunday  sessions  as  well  as  its  business  meetings.  Be 
there  at  the  opening  to  greet  the  officers,  teachers,  and 
scholars.  This  has  a  wonderful  effect  both  in  the 
spirit  of  the  school  and  its  attendance.  He  should 
occasionally  open  the  sessions  of  the  school,  and  his 
utterances  in  their  influence  should  be  lasting  and 
helpful.  Where  the  pastor  has  several  appointments, 
each  school  should  have  his  presence  as  often  as  pos- 
sible. 

I  believe  that  his  presence  acts  as  a  healthful  re- 
straint upon  all  in  the  school,  at  the  same  time  giving 
tone  and  helpfulness.  It  creates  a  bond  that  is  not 
easily  severed.  The  little  ones  become  attached  to 
him,  the  youth  look  to  him  as  their  ideal,  the  older 
folks  feel  as  though  he  is  a  big  brother.  This  bond  is 
necessary.  There  cannot  be  this  feeling  and  spirit 
of  love  unless  the  pastor  first  has  it  in  his  own  heart 
and  shows  it  in  his  own  life. 

The  gathering  of  the  harvest.  Here  the  work  of 
the  pastor  reaches  its  climax.  There  is  nothing  more 
important.  If  the  school  has  received  his  careful  at- 
tention, wise  counsel  and  leadership,  with  this  end  in 
view,  there  will  be  no  question  as  to  results. 

The  pastor  must  believe  in  the  conversion  of  chil- 
dren. He  must  have  faith  in  their  faith.  He  must 
create  a  bond  between  them  and  the  church  and  with 
each  other.  He  must  inspire  them  to  reach  the  high- 
est po^ible  religious  development,  in  order  to  fill 
their  place  in  life. 

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The  Sunday  School  in  Action 

Every  child  in  the  school,  when  it  attains  the 
proper  age,  early  adolescence,  should  be  reached  def- 
initely for  Christ.  In  order  to  do  this,  there  must 
be  that  tactful  leadership  and  spiritual  insight  which 
will  unite  all  of  the  officers  and  teachers,  also  the  schol- 
ars who  are  Christians  with  this  one  aim. 

The  pastor  must  be  the  sovereign  in  the  hearts  of 
his  people.  He  ought  to  command  the  confidence  and 
imfeigned  love  of  the  young  people  and  children,  of 
his  officers  and  teachers.  Proficiency,  consecration, 
and  leadership  will  bring  the  desired  results. 


CHAPTER  XII. 
THE  SUNDAY-SCHOOL  SUPERINTENDENT 

I  WISH,  in  this  chapter,  to  call  special  attention  to  the 
work  of  the  Sunday-school  superintendent,  who  stands 
next  to  the  pastor,  a  most  important  vital  position  in 
the  life  and  activites  of  the  church. 

The  man  who  holds  this  position  should  keep  in 
vital  touch  with  God.  It  is  God's  work.  He  is  God's 
representative.  He  stands  before  and  works  in  the 
midst  of  the  entire  school  which  represents  all  periods 
of  life,  sizes,  and  dispositions.  He  should  have  a 
spiritual  fervor  that  will  set  the  school  ablaze  for  God. 
Heat  is  diffusive  and  expansive;  cold  contracts  and 
chills.  An  iceberg  of  a  Sunday-school  superintendent 
never  warms  or  wins.  A  man  in  this  position  needs 
the  constant  presence  of  the  Holy  Spirit.  His  wisdom 
and  guidance  is  indispensable.  The  Sunday-school 
superintendent  who  doesn't  prevail  with  God  in  secret 
cannot  be  successful  at  his  desk  and  in  the  school 
session.  Intercession  is  absolutely  essential  for  vic- 
tory.   The  Great  Leader  and  Teacher  often  prayed. 

In  this  office  many  nagging  and  vexing  problems 
arise  which  try  one's  patience  and  faith  almost  to  the 
limit.  Here  the  superintendent  must  show  a  dispo- 
sition which  proves  the  value  of  true  Christian  man- 
hood. To  be  impetuous  and  show  anger  is  disastrous. 
Scolding   should   have   no  place  in   his  program.     A 

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The  Sunday  School  in  Action 

warm  heart  with  patience  under  the  most  trying  cir- 
cumstances will  always  win. 

The  superintendent  should  be  careful  of  his  per- 
sonal habits  and  appearance.  Clean  in  word  and  con- 
duct, he  should  express  in  his  life  the  profoundest 
regard  for  God's  holy  institutions  and  laws.  His  activ- 
ities for  the  religious  and  social  betterment  of  the 
community  will  count  more  than  anything  else.  Ex- 
ample is  greater  than  precept.  A  careful,  clean,  and 
active  life  outside  of  the  Sunday-school  hour  will 
bear  fruitage  in  others  that  is  rich  in  character  and 
in  immortality. 

He  should  also  thoroughly  acquaint  himself  with 
the  great  Sunday-school  movement — its  origin,  his- 
tory, progress,  and  its  various  present  activities.  He 
should  especially  be  well  acquainted  with  the  Sunday- 
school  life  of  his  own  denomination.  All  of  these  are 
indispensable.  He  must  know  many  things  about  re- 
ligious education,  especially  about  Sunday-school  work 
and  the  aim  of  all  its  activities. 

He  should  know  his  officers,  teachers,  and  schol- 
ars. He  should  frequently  meet  his  officers  and  teach- 
ers in  conference  and  talk  over  plans  and  the  best  way 
to  promote  them;  also,  to  pray  for  the  best  possible 
results.  He  must  have  the  co-operation  of  every  one 
of  his  assistants  and  teachers.  Acquaintance  with  the 
entire  school  from  the  youngest  to  tlie  oldest,  their 
homes  and  surroundings,  also  a  knowledge  of  the 
traits  of  childhood  and  youth.  These  are  all  sources 
of  help  in  supplying  the  real  needs  of  the  school  and 
in  accomplishing  the  best  results.     Again,  to  be  sue- 

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The  Sunday-School  Superintendent 

cessful,  he  must  vary  his  Sunday  program.  ''Variety 
is  the  spice  of  Hfe/'  An  occasional  surprise ;  some- 
thing catchy  and  full  of  inspiration ;  plenty  of  vocal 
and  instrumental  music;  a  visit  from  a  good  Sunday- 
school  specialist  (pay  him  to  come)  ;  a  recitation  or 
reading  from  a  member  of  the  school ;  letters  from  ab- 
sent scholars  or  from  a  missionary;  a  prayer  from  a 
strange  voice ;  programs  for  special  days ;  all  will  at- 
tract, inspire,  and  instruct. 

He  should  not  try  to  do  all  the  work  himself,  but 
should  use  his  helpers,  the  assistant  superintendent, 
departmental  superintendents,  and  others.  A  good 
plan  is  to  occasionally  ask  promising  young  men  of 
the  school  to  open  and  close  the  school,  or  take  some 
part  in  the  service,  thus  at  the  same  time  developing 
material  for  efficient  future  leadership.  The  superin- 
tendent should  keep  himself  in  the  background,  yet 
his  whole  personality  at  the  same  time  be  felt  through- 
out the  school  and  in  every  department  of  its  life  and 
activity. 

To  be  stereotyped  in  method  grows  wearisome. 
The  same  way  every  Sunday,  the  same  prayer,  the 
same  program,  the  same  demands,  grow  monotonous. 
What  we  need  in  many  of  our  Sunday  schools  is  some 
of  the  same  business  sense  that  is  found  in  the  world 
of  business  and  industry.  He  must  not  only  plan  his 
work  for  Sunday,  but  must  have  a  working  program 
for  the  week,  without  which  his  work  and  the  work  of 
the  school  will  be  incomplete. 

What  I  have  said  in  the  foregoing  not  only  ap- 
plies to  the  general  superintendent,  but  on  the  whole 

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The  Sunday  School  in  Action 

to  the  departmental  superintendents  as  well.  The  su- 
perintendent's office  is  an  exalted  one.  He  is  the  ex- 
ponent of  the  life  of  Christ,  the  leader  of  immortal 
souls,  the  builder  of  the  church  and  God's  kingdom. 
His  resources  are  unlimited ;  his  opportunities  un- 
bounded. He  should  read  much,  think  much,  smile 
much,  work  much,  associate  with  leaders  in  Sunday- 
school  activities ;  exalt  his  great  and  responsible  office 
with  the  highest  efficiency  and  a  clean,  consecrated 
life.  Above  all,  he  must  seek  the  constant  fellowship 
and  guidance  of  his  Heavenly  Father  through  the 
channel  of  prayer. 

The  work  is  noble  and  delightful,  the  task  heavy, 
the  responsibilities  tremendous,  the  resources  unlim- 
ited, the  reward  rich  and  full.  Superintendents  should 
be  and  do  their  best. 

SUNDAY-SCHOOL  SUPERVISOR. 

In  addition  to  the  superintendent,  some  schools  elect 
a  supervisor,  who  looks  more  particularly  after  the 
educational  phases  of  work,  such  as  revising  and 
simplifying  the  lesson  material  when  necessary  in  order 
to  adapt  it  to  the  children,  and  also  direct  in  other 
lines  which  gives  added  help  and  improvement  in  the 
work  of  the  school. 


92 


CHAPTER    XIII. 

THE  SUPERINTENDENT'S  ASSISTANT 

]\IucH  has  been  said  and  written  about  the  Sunday- 
school  superintendent,  but  how  about  his  assistant? 
Is  his  office  merely  nominal,  as  many  think  ?  I  am  glad 
we  are  coming  to  recognize  him  as  a  valuable  part  of 
the  school,  and  his  function  is  one  of  supreme  impor- 
tance and  is  worthy  our  attention.  I  am  quite  sure 
that  the  work  of  an  assistant  superintendent  in  a  great 
factory,  mercantile  establishment,  or  corporation  is 
more  than  nominal.  It  always  carries  with  it  recog- 
nition and  dignity.  This  should  also  be  true  in  reli- 
gious work,  especially  that  of  the  Sunday  school. 

In  electing  assistants,  the  Sunday  school  should 
elect  the  best  available  material  and  forever  cease  mak- 
ing it  a  meaningless  office  by  saying,  "It  is  an  easy 
position."  'There  is  nothing  to  do  except  open  and 
close  the  school  when  the  superintendent  is  away." 
The  school  should  be  made  to  feel  that  it  takes  a 
trained  religious  worker  and  Sunday-school  man  or 
woman  for  this  place,  as  well  as  any  other. 

The  superintendent's  relation  to  the  assistant  should 
be  that  of  co-operation  and  helpfulness.  I  have  seen 
some  men  and  women  practically  ignore  the  office  of 
their  assistants,  which  savors  too  much  of  utter  self- 
ishness.    The  aggressive,   wide-awake  superintendent 

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The  Sunday  School  in  Action 

knows  his  school  so  well  that  he  is  glad  for  help  and 
is  anxious  to  line  up  all  available  sources  and  forces 
for  aggressive  and  efficient  service. 

He  will  call  his  assistant  into  counsel  quite  fre- 
quently and  talk  and  pray  over  the  school's  needs  and 
possibilities.  He  will  plan  with  him  and  want  his  sug- 
gestions and  careful  thought.  With  him  he  will  mark 
out,  whenever  possible,  a  definite  program  of  oper- 
ation; he  will  put  him  at  work  and  give  him  a  part  in 
the  program  in  every  session  of  the  school,  however 
simple  that  part  may  be.  The  work  will  be  clearly 
defined  beforehand  with  the  thought  and  purpose  of 
perfect  harmony  in  all  of  their  related  activities. 

It  is  necessary  that  there  be  those  in  training  as 
assistants  who  will  be  able  in  the  case  of  an  emergency 
to  take  the  superintendent's  place.  This  training  must 
be  done  by  constant  use  of  the  material  at  hand.  To 
be  the  power  back  of  the  activities  of  a  school  means 
more  than  opening  and  closing  its  sessions,  as  some 
head  officers  sometimes  think,  which  is  evidenced  by 
their  conduct. 

The  assistant  can  do  many  things,  but  the  super- 
intendent must  take  the  initiative.  He  can  do  cler- 
ical work ;  visit  and  know  the  families  of  the  school ; 
help  carry  out  the  program  arranged  by  the  superin- 
tendent; greet  and  welcome  strangers;  look  after  ab- 
sent teachers  and  scholars,  and  help  in  cases  of  emer- 
gencies which  need  immediate  attention.  He  can  have 
the  good  of  the  school  on  his  heart  continually. 

There  are  splendid  young  people  available  for  this 
important  office,  who,  by  a  little  encouragement  and 

94 


The  Superintendent's  Assistant 

judicious  training,  will  be  able  to  fill  an  important  and 
necessary  place  in  the  superintendent's  cabinet  and 
thus  be  of  untold  value  and  help  in  the  work;  who 
will  also  unconsciously  be  trained  and  equipped  for  the 
office  of  a  full-fledged  Sunday-school  superintendent. 
We  need  more  big-hearted  superintendents  who  don't 
care  so  much  for  praise  and  show  as  for  the  ability 
to  use  others  who  have  been  elected  to  assist  them 
in  any  official  capacity. 

We  also  need  the  best  available  men  as  assistants, 
who  believe  that  their  oflice  is  not  merely  nominal,  but 
has  a  work  in  helping  to  complete  the  function  of  the 
Sunday  school  as  a  religious  educational  agency  in  the 
church  of  Jesus  Christ. 

THE  superintendent's  COUNCIL. 

One  of  the  most  essential  adjuncts  of  the  Sunday 
school  is  the  Superintendent's  Council.  The  superin- 
tendent who  is  so  jealous  of  his  position  that  he  will 
not  ask  the  advice  of  his  co-workers  is  unfit  for  the 
position.  His  school  will  sooner  or  later  be  a  one-man 
aflfair  and  will  lose  out  in  the  long  run.  He  must,  in 
order  to  have  an  aggressive  school,  utilize  'every 
help  available.  The  Sunday-school  Council  is  made 
up  of  the  officers  of  the  school  and  the  chairman  of 
each  standing  committee. 

The  function  of  this  council  is  for  the  consideration 
of  all  plans  and  preparation  for  the  best  possible  work 
and  results  in  the  regular  operations  of  the  school  as 
well  as  for  special  interests  and  occasions.  This  will 
save  the  introduction  of  anything  into  the  school  that 

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The  Sunday  School  in  Action 

is  injurious.  It  will  prove  itself  a  clearing  house  for 
all  important  Sunday-school  matters. 

The  council  should  meet  at  least  once  a  month. 
An  entire  evening  should  be  given  to  its  work.  The 
work  for  the  evening  should  be  outlined  in  advance, 
indeed,  thought  over  by  the  members  of  the  council, 
each  one  having  been  previously  notified  in  writing  or 
by  phone. 

There  are  many  things  to  be  considered  in  order 
to  bring  a  school  to  its  best.  The  superintendent  who 
will  use  such  available  help  is  wise  and  will  avoid  many 
difficulties  in  the  promotion  of  the  school. 


96 


CHAPTER  XIV. 

THE  SUNDAY-SCHOOL  SECRETARY 

One  of  the  most  important  phases  of  Sunday-school 
work  is  the  careful  keeping  of  its  records.  Attention 
to  details  means  much  to  the  success  of  any  organ- 
ization or  business.  This  is  especially  true  of  the  gen- 
eral secretary  of  the  school. 

HIS    QUALIFICATIONS. 

He  should  be  a  Christian — one  who  loves  Christ 
and  the  church,  one  who  is  concerned  for  the  greatest 
good  of  the  largest  number.  His  consecration  should 
be  such  as  will  impel  him  to  do  in  a  most  conscientious 
way  his  best  for  the  promotion  of  the  Sunday-school 
work. 

He  should  have  fitness  and  aptness  for  the  position ; 
intelligence  and  eagerness  to  learn  the  best  methods 
of  keeping  the  records.  He  should  be  careful  and 
systematic  in  all  of  his  work.  Method  is  necessary. 
He  should  be  pleasant  and  courteous  to  all  who  ap- 
proach him  for  information  or  who  assist  him  in  his 
work.  His  hearty  co-operation  is  absolutely  essential 
to  the  life  and  growth  of  the  school  and  church. 

HIS   RECORDS. 

Much  depends  upon  the  size  and  nature  of  the 
Sunday  school  and  the  community  as  to  the  kind  of 

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The  Sunday  School  in  Action 

records  a  Sunday-school  secretary  should  keep.  The 
simplest  records  well  kept  prove  the  best.  There 
should  always  be  a  carefully  revised  list  of  the  enroll- 
ment of  all  the  pupils  in  the  school;  date  of  entrance, 
age,  department,  class,  whether  a  church  member  or 
not;  also  some  data  regarding  the  family  proves  help- 
ful. A  careful  note  should  be  made  as  to  the  time 
when  a  pupil  leaves  the  school,  telling  whether  by  re- 
moval, transfer,  voluntary  dropping  out,  or  by  death. 
One  of  the  best  systems  for  the  keeping  of  attend- 
ance is  the  punch  card,  and  for  enrollment,  the  card 
index.  The  latter  should  be  accessible  for  all  Sunday- 
school  workers.  Other  officers  and  teachers  will  quite 
frequently  wish  to  refer  to  it.  All  meetings  of  every 
Sunday-school  session  and  of  a  business  like  nature 
should  be  carefully  recorded  in  a  properly-labeled, 
well-bound  book.  Historical  data  must  never  be  over- 
looked, as  the  memory  is  treacherous  and  tradition 
changes  with  the  passing  years.  Loose  leaves  are  the 
most  convenient  for  the  Sunday-school  session  work, 
to  be  transferred  later  to  the  permanent  record.  The 
secretary  should  see  that  a  copy  of  the  printed  pro- 
grams used  from  Sunday  to  Sunday  or  for  special  days 
and  occasions,  be  preserved  in  a  scrap-book  or  kept  on 
file  for  future  reference.  A  file  cabinet  for  the  sec- 
retary will  prove  valuable  for  every  school. 

MAKING    HIS    REPORTS. 

He  should  see  that  the  school  is  kept  intelligently 
informed  as  to  its  accomplishments,  new  plans,  and 
results  of  its  work  in  detail.     As  a  member  of  the 

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The  Sunday-School  Secretary 

Superintendent's  Council,  the  records  of  the  school, 
its  operations  and  its  needs  must  be  available  for  ready 
reference  and  intelligent  action.  He  should  see  that 
the  entire  school  from  time  to  time  receives  a  detailed 
report  of  its  activities  and  their  results.  This  report 
should  include  departmental  activities  and  details.  In 
a  large  school  each  department  should  have  its  own 
secretary,  who  acts  under  the  direction  of  the  general 
secretary  and  who  should  be  required  to  keep  and 
report  carefully  prepared  records.  The  secretary 
should  be  so  concerned,  informed,  and  efficient  that 
he  can  give  on  short  notice  any  data  required  by  the 
pastor,  church,  or  officers  of  the  school,  and  at  the 
end  of  the  church  year  present  a  carefully  prepared 
report  for  the  denominational  records.  Every  Sab- 
bath near  the  close  of  the  session  a  brief  but  concise 
report  should  be  given  of  the  day's  work. 

HIS   ASSISTANTS. 

The  secretary  should  have  a  well-qualified  assist- 
ant with  whom  he  can  work  in  a  cordial  and  brotherly 
way.  One  who,  in  his  absence,  can  do  the  work  well 
and  acceptably.  In  a  large  school  every  department 
should  have  its  own  secretary,  who  should  report  each 
Sabbath  to  the  general  secretary  in  order  to  have  a 
complete  record  of  the  entire  school. 

Some  schools  have  a  Corresponding  Secretary, 
who  looks  after  all  correspondence,  and  reports  the 
same  to  the  Recording  Secretary.  This  person  should 
be  one  who  knows  how  to  frame  a  letter  in  the  briefest, 
clearest,   most  grammatical,   and   friendly   way.      His 

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The  Sunday  School  in  Action 

work  is  important  to  the  life,  influence,  and  develop- 
ment of  the  school. 

There  should  also  be  a  Birthday  Secretary,  who 
should  keep  a  record  of  the  birthday  of  every  member 
of  the  school  and  give  some  greeting  in  due  time  of 
the  approaching  birthday  in  the  form  of  a  card  or 
letter.  This  secretary  may  also  keep  a  record  of  the 
birthday  offerings  and  report  the  same  to  the  school. 

Schools  vary  as  to  secretarial  work.  Some  schools 
have  a  Statistical  Secretary,  who  supplements  the  work 
of  the  General  Secretary  by  keeping  a  detailed  record 
of  every  department  of  work  in  the  way  of  statistics 
for  ready  reference  and  their  historical  value. 

Such  secretaries  as  are  needed  may  be  added  from 
time  to  time. 


100 


CHAPTER    XV. 

MISSIONARY  SECRETARY  AND  COMMITTEE 

Jesus  said,  "Go  teach  all  nations,"  and  yet  many 
harshly  say  that  they  do  not  beheve  in  missions,  refer- 
ring especially  to  Foreign  Missions.  I  am  glad  that 
there  is  a  movement  on  to  eliminate  the  words  "home" 
and  "foreign"  and  make  the  work  of  Christ  one, 
whether  it  be  in  the  home  or  foreign  field.  However, 
I  believe  it  vital  to  the  growth  of  the  kingdom  that  the 
teaching  function  of  the  church,  in  this  respect,  be 
more  fully  carried  out,  especially  through  the  Sunday 
school.  This  work  must  begin  with  the  child  and  be 
carried  on  through  the  different  grades  to  suit  the 
different  periods  of  the  child's  life.  In  other  words, 
there  must  be  graded  instruction  in  Christian  missions. 
If  this  is  done,  then  it  will  not  be  many  years  until  we 
will  have  a  trained  church  with  a  vision,  having  the 
mind  and  purpose  of  Christ.  It  is  time  that  the 
church  have  an  adequate  missionary  program  if  we 
would  see  the  reign  of  our  Lord  upon  earth. 

THE   MISSIONARY   SECRETARY — HIS   WORK. 

The  Sunday  school  should  have  a  Missionary  Sec- 
retary, well  fitted  for  the  task  assigned  him.  He 
should  believe  in  missions,  be  enthusiastic  for  missions, 
and  long  for  the  spread  of  Christ's  kingdom  on  earth. 
His  work  first,  last,  and  all  the  time  should  be  the 

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The  Sunday  School  in  Action 

planning  and  promoting  of  missionary  educational 
work  through  the  Sunday  school. 

First,  of  all,  he  must  co-operate  with  the  pastor 
and  Sunday-school  leaders  in  the  work.  If  they  are 
too  conservative  and  need  stimulating,  then  he  must  do 
his  duty  in  a  tactful  way.  He  must  impress  upon  their 
minds  that  no  child's  religious  education  is  complete 
without  giving  through  the  years  of  his  instruction  a 
world  vision  and  thus  creating  the  broadest  altruistic 
spirit  possible. 

The  Missionary  Secretary  should  secure  the  best 
missionary  literature  available.  He  should  place  in 
the  hands  of  the  teachers  of  the  school  such  printed 
matter  as  will  quicken  a  desire  to  give  to  the  members 
of  the  school  the  best  missionary  instruction.  He 
should  read  the  latest  and  best  pubhcations  on  mis- 
sions, especially  those  of  his  own  denomination.  He 
should  attend  summer  conferences  and  schools  of 
methods.  He  should  plan  for  missionary  entertain- 
ments and  the  proper  observance  of  the  Sundays  and 
seasons  as  provided  by  the  general  church  boards.  He 
should  urge  the  organization  of  mission  study  classes, 
and  recommend  the  best  text-books.  He  should  se- 
cure curios  and  objects  of  interest  to  the  pupils.  He 
should,  whenever  possible,  have  missionaries  and 
missionary  leaders  visit  the  school  and  have  them  give 
interesting  and  helpful  talks.  He  can  secure  pictures 
of  the  homeland  and  different  foreign  fields  and  give 
stereopticon  lectures.  (The  mission  boards  are  glad 
to  rent  such  pictures  at  a  minimum  sum.)  All  of  these 
and  other  things  that  he   might  do  cannot  help  but 

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Missionary  Secretary  and  Committee 

create  a  deeper  interest  in  giving  the  gospel  to  those 
in  need. 

The  secretary  should  plan  for  every  department, 
including  the  Beginners'  and  Adult,  a  constructive  edu- 
cational program  in  Christian  missions.  Ofttimes 
this  can  be  done  without  great  difficulty  by  writing 
to  the  Educational  Secretaries  of  the  mission  boards 
of  his  denomination,  and  securing  their  suggestions 
and  help.  He  should  see  that  proper  books  for  the 
children  as  well  as  adults  are  placed  in  the  Sunday- 
school  library  for  the  use  of  both  pupils  and  teachers. 
This  can  be  done  by  consulting  and  securing  the  co- 
operation of  the  librarian  and  his  committee. 

A  MISSIONARY  POLICY  NECESSARY. 

Hap-hazard  instruction  and  work  in  missions  will 
not  build  constructively.  Every  Sunday  school  should 
have  a  clearly-defined  missionary  policy  and  pro- 
gram at  the  beginning  of  every  school  year.  The  sec- 
retary should  be  largely  responsible  for  this  work. 
He  should  take  ample  time  to  present  the  policy  clearly 
and  thoroughly  to  the  Executive  Committee,  the  Sun- 
day-school Association,  and  the  school  itself  for  their 
endorsement  and  co-operation.  An  objective  set  be- 
fore the  school  such  as  the  support  of  a  missionary  in 
the  home  or  foreign  field,  the  education  of  a  boy  or 
girl,  the  furnishing  of  a  room  in  a  hospital,  and  the 
like  always  prove  a  strong  incentive  for  real  inquiry 
and  interest  in  missions.  Definite  organization  in 
lining  up  all  classes  and  departments  in  mission  study 
must  be  included  in  the  policy  and  program. 

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The  Sunday  School  in  Action 

CREATE  MISSIONARY  ATMOSPHERE. 

What  we  breathe  into  our  lungs  has  much  to  do 
with  our  health  and  life.  The  atmosphere  largely  de- 
termines our  physical  condition.  Likewise,  environ- 
ment plays  a  large  part  in  religious  education,  in  the 
moulding  of  character,  in  one's  religious  belief.  So, 
by  creating  a  missionary  atmosphere  or  environment, 
the  Sunday-school  pupil  will  almost  unconsciously 
believe  in  and  support  the  work  of  missions.  This 
can  be  done  by  means  of  proper  pictures,  missionary 
maps,  charts,  the  flags  of  various  countries,  including 
our  own,  also  the  Christian  flag  with  the  cross  as  its 
insignia,  great  missionary  hymns,  a  recitation  or  brief 
talk  from  the  platform,  a  letter  from  a  missionary  read 
before  the  school,  and,  above  all,  always  remembering 
the  work  of  Christian  missions  every  Sabbath  in  the 
main  prayer.  The  missionary  atmosphere  and  pro- 
gram may  be  changed  from  time  to  time,  thus  giving 
variety  and  creating  new  interest.  Unconscious  influ- 
ence is  mighty.  The  officers  and  teachers  must  believe 
in  missions  and  do  all  they  can  to  create  a  lofty,  pure, 
healthful  missionary  atmosphere ;  otherwise,  they  are 
not  qualified  to  fully  represent  the  great  Teacher  in 
feeding  his  lambs  and  sheep. 

MISSIONARY  GIVING. 

The  training  in  Christian  missions  must  be  accom- 
panied by  training  in  giving.  Children  should  be 
taught  to  give  regularly  and  systematically  to  missions. 
This  gives  breadth  and  warmth  of  spirit.  It  will  solve 
the   problem   of  benevolences   for  the   future   of  the 

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Missionary  Secretary  and  Committee 

church.  Children  should  be  taught  that  God  expects 
each  one  to  bring  an  offering  for  his  cause  on  the  first 
day  of  the  week.  Training  in  this  grace  is  as  neces- 
sary as  in  prayer  or  any  other.  Clear  and  careful  ex- 
planation as  to  the  use  of  their  missionary  offerings 
will  add  much  to  the  desire  to  give  and  create  greater 
loyalty  to  the  cause. 

LEAD  TO  SERVICE. 

All  that  I  have  said  in  the  foregoing  should  lead 
our  children,  young  people,  and  adults  to  definite, 
Christian  service  in  the  community,  at  home,  or 
abroad.  The  church  will  not  go  begging  for  money 
or  workers  if  we  educate  our  children.  Parents  must 
be  taught  that  the  noblest  thing  their  sons  and  daugh- 
ters can  do  is  to  give  their  lives  unreservedly  to  Christ 
and  the  church  in  the  extension  of  his  kingdom,  in 
saving  a  lost  race.  Our  children  and  young  people 
must  be  taught  that  doors  of  great  opportunity  are 
swinging  wide  open  for  their  entrance  and  to  give 
one's  life  to  religious  work  and  leadership  means  far 
more  than  to  amass  a  great  fortune.  The  secretary 
should  from  time  to  time  call  attention  to  the  needs 
and  demands  of  the  church  with  which  the  school  is 
identified,  thus  inspiring  the  youth  to  prepare  for  lead- 
ership in  Christian  missions. 

THE    MISSIONARY   COMMITTEE. 

Many  Sunday  schools  have  a  Missionary  Commit- 
tee, which  works  in  conjunction  with  the  secretary 
along  the  same  lines  as  mentioned  in  the  foregoing. 
This  committee  helps  to  broaden  the  scope  of  this  de- 

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The  Sunday  School  in  Action 

partment  and  lighten  the  work  of  the  secretary.  This 
committee  is  really  necessary  in  order  to  give  the 
school  the  best  available  material,  methods,  and  help 
in  this  essential  and  very  important  phase  of  religious 
education  and  Christian  service. 

THE   secretary's   REPORT. 

At  regular  intervals,  say  once  a  month  or  quarterly, 
the  secretary  should  make  a  detailed  report  of  the 
missionary  activities  of  the  school.  This  should  in- 
clude the  work  done  in  the  way  of  study,  special  work, 
special  days,  money  contributed,  ^books  purchased, 
literature  distributed,  as  well  as  the  plans  recom- 
mended for  further  promotion  of  the  work.  Knowl- 
edge always  begets  interest  and  interest  results  in 
activity.  A  similar  report  should  also  be  given  to  the 
church  board  under  whose  direction  the  Sunday  school 
operates.  Business  methods  in  religious  work  are  as 
essential  to  success  as  in  any  other  line  of  activity. 
How  slow  the  church  has  been  to  practice  this,  even 
if  she  has  believed  it.  Some  one  has  said,  "Following 
are  some  marks  of  a  missionary  Sunday  school: 

"\.     Missionary  Committee. 

"2.     Missionary  Maps  and  Charts. 

**3.     Missionary  Library. 

**4.     Missionary  Day. 

"5.     Missionary  Lesson. 

"6.     Missionary  Program. 

"7.     Missionary  'Study.' 

"8.     Missionary  Service   (Community). 

"9,     Missionary  Offering. 
106 


Missionary  Secretary  and  Committee 

"10.     Missionary  Volunteers. 
''11.     Missionary  Correspondence. 
"12.     Missionary  Determination." 


107 


CHAPTER  XVI. 

THE  SUNDAY-SCHOOL  TREASURER 

The  man  who  is  chosen  to  the  position  of  treasurer  in 
the  Sunday  school  should  be  selected  with  great  care 
and  with  a  view  to  his  integrity  and  fitness.  He  is  the 
custodian  of  all  the  funds  of  the  school. 

HIS   QUALIFICATIONS  AND   WORK. 

He  must  regard  the  funds  which  he  is  handling 
as  sacred.  He  should  be  a  thoroughly  consecrated, 
honest  Christian,  one  capable  of  conducting  the  busi- 
ness interests  of  the  school  in  a  business-like  way. 
He  should  aim  to  secure  the  best  system  of  financial 
record  keeping  possible.  He  should  help  plan  the 
financial  end  and  workings  of  the  school  in  detail. 
His  work  should  be  constructive.  That  school  is  for- 
tunate which  has  a  wide-awake  treasurer,  who  mag- 
nifies his  office,  who  has  the  growth  of  the  school  and 
the  kingdom  at  heart ;  who  thinks  out  and  promotes  the 
best  methods  for  raising,  distributing,  and  reporting 
the  finances. 

The  treasurer  should,  with  the  Executive  Com- 
mittee, make  out  the  Sunday-school  budget  for  the 
year.  This  should  include  all  moneys  required  to 
carry  on  the  work  for  the  whole  school.  This  will  be 
a  valuable  guide  throughout  the  entire  year.  This 
budget  should  then  be  presented  to  the  church  board 

108 


The  Sunday-School  Treasurer 

for  approval  and  embodied  in  the  budget  of  the  local 
church,  thus  making  the  church  responsible  for  the 
financing  of  the  school.  All  offerings  of  the  school 
should  be  under  the  direction  of  the  church  board, 
and  in  the  main,  if  not  all,  should  be  given  for  benev- 
olences. 

Some  schools  have  a  Finance  Committee,  which  is 
a  great  help  to  the  treasurer,  especially,  in  a  large 
school.  Both  the  treasurer  and  the  members  of  this 
committee  should  be  men  and  women  who  believe  in 
giving  cheerfully,  systematically,  and  liberally.  They 
should  also  have  some  knowledge  of  business  methods. 
They  should  aim  to  provide  money  sufficient  to  run 
the  school  in  a  way  that  will  not  cramp  or  hinder  its 
work.  Sufficient  money  for  equipment,  supplies,  and 
such  items  as  needed,  facilitates  the  work  and  adds 
much  to  the  efficiency  and  development  of  the  school. 

Many  schools  are  adopting  the  duplex  envelopes. 
This  broadens  the  vision  of  every  member  of  the 
school.  "For  ourselves" :  *'For  others,"  mean  more  than 
printed  words  when  put  into  practice.  The  contribu- 
tions of  the  school  must  be  a  part  of  its  educational 
program.  Giving  is  biblical.  It  is  a  grace;  it  builds 
character;  it  is  the  legitimate  and  only  way  by  which 
the  material  interests  of  God's  kingdom  can  be  fur- 
nished and  extended. 

The  treasurer  should  be  a  reader  and  observer — 
one  who  knows  what  other  churches  and  schools  are 
doing  in  this  work.  He  should  adopt  the  best  and 
simplest  method  of  bookkeeping — keeping  a  complete 
record  in  detail  of  plans  adopted   and  used,   also  of 

109 


The  Sunday  School  in  Action 

receipts  and  expenditures.  His  books  should  be  open 
for  examination  at  any  time,  and  at  the  end  of  each 
year  should  be  carefully  audited  by  a  committee  ap- 
pointed for  that  purpose  and  a  printed  report  given 
to  each  member  of  the  school.  At  least  once  a  quar- 
ter he  should  make  a  clear  and  careful  report  to  the 
entire  school.  Too  often  this  is  not  done,  and  the 
school  does  not  know  what  it  is  doing  in  this  very 
essential  part  of  its  program  and  work.  Business  in 
religion  as  well  as  religion  in  business  is  necessary  to 
education,  inspiration,  and  success.  An  announcement 
or  appeal  from  the  superintendent's  desk  is  not  suf- 
ficient. There  must  be  carefully-defined  and  well- 
worked  plans. 

The  church  that  appropriates  enough  money  to 
run  its  school  and  allows  all  of  the  offerings  to  go  to 
benevolences  trains  a  body  of  believers  who  will  gladly 
promote  the  great  interests  of  the  Kingdom  in  carrying 
out  the  final  commission  of  Jesus  Christ,  our  Lord  and 
Master. 

In  case  a  church  does  not  adopt  the  foregoing  plan 
in  full,  the  school  can  set  apart  some  of  the  offerings 
for  running  expenses  and  the  others  for  benevolences ; 
however,  a  well-defined  system  of  finance  is  necessary 
in  our  Sunday-school  work. 

Many  schools  make  much  of  the  birthday  offering 
of  each  pupil.  A  penny  for  each  year  of  one's  age 
is  the  standard.  It  is  optional  as  to  how  this  money 
shall  be  used.  Most  schools  apply  it  to  the  Missionary 
Fund;  some  use  it  for  building  up  the  library  of  the 
school.     A  recognition  of  each  birthday,  especially  in 

110 


The  Sunday-School  Treasurer 

the  Elementary  Division  by  a  suitable  prayer  and 
song  adds  much  interest  and  loyalty  to  the  school  and 
its  work. 

The  teacher  should  know  the  birthday  of  every 
scholar  in  his  class  and  see  that  proper  notice  and 
due  recognition  is  given.  Some  schools  have  a  birth- 
day secretary,  who  keeps  a  record  of  the  birthday  of 
every  pupil  and  when  the  day  arrives,  sends  a  proper 
greeting  in  the  name  of  the  school. 

The  offerings  for  other  special  days  should  be 
wisely  planned  for  and  should  mean  the  enrichment  of 
the  life  of  every  member  of  the  school  as  well  as  help 
in  extending  the  work  of  the  kingdom. 

A  treasurer  shows  wisdom  and  fitness  for  his  po- 
sition by  laying  the  needs  of  the  school  and  of  the 
kingdom  before  Christian  men  and  women  who  have 
wealth,  with  a  view  to  securing  special  gifts.  The 
church  must  receive  large  sums.  The  members  of  the 
school,  young  and  old,  should  be  taught  that  the  whole 
tithe  must  be  brought  into  the  storehouse  and  free- 
will offerings  also  be  made.  Indeed,  the  treasurer 
should  aim  to  so  inform  and  train  himself  that  he  will 
be  a  specialist  in  Sunday-school  finance,  as  well  as  in 
the  larger  field  of  church  finance,  and  should  always 
be  prepared  and  ready  to  give  direction  to  the  whole 
school  in  its  educational  program  in  the  promotion  of 
this  phase  of  its  work. 


Ill 


CHAPTER    XVII. 

THE  SUNDAY-SCHOOL  LIBRARY  AND  LI- 
BRARIAN 

The  study  of  the  evolution  of  man  is  most  interesting. 
As  we  follow  his  unfolding  from  one  period  to  an- 
other, we  cannot  help  but  believe  that  he  was  "made  a 
little  lower  than  the  angels."  Language  is  the  ve- 
hicle of  thought.  Written  language  came  long  after 
man  made  certain  sounds  by  which  he  expressed  his 
desires,  ideas,  and  the  like.  Written  language  in  its 
beginning  was  very  crude,  but  with  the  passing  cen- 
turies it  has  so  perfected  itself  that  to-day  there  is 
a  wealth  of  Hterature  indescribable  even  by  the  pen 
of  the  most  cultured  and  fluent  writers.  This  furn- 
ishes a  source  of  knowledge  and  wisdom  which  en- 
riches the  life  of  every  individual  who  wishes  to  equip 
himself  for  the  greatest  usefulness  in  society  and  the 
world. 

The  individual  should  be  trained  to  select  and  read 
the  best  books  and  periodicals ;  to  make  the  history 
and  wisdom  of  the  world  his  own  possessions.  This 
is  not  simply  the  business  of  the  home  and  school,  but 
of  the  church  as  well.  The  church  does  not  perform 
its  function  alone  through  public  worship  and  in  the 
cultivation  of  the  mystical  in  one's  life.  It  must  also 
help  broaden  the  intellect,  the  emotions,  and  the  will 

112 


Sunday-School  Library  and  Librarian 

by  furnishing  good  books  and  periodicals  under  wise 
censorship  and  direction.  This  must  be  done  largely 
through  the  Sunday  school.  One  good  book  wisely 
placed  in  the  hands  of  a  child  or  young  person  might 
be  the  mariner  of  that  life  forever,  and  not  only  that, 
but  might  set  in  motion  influences  in  society  that  will 
be  of  inestimable  value.  Hence  the  value  of  a  choice, 
well-selected  library  and  reading  room  in  the  church 
under  the  direction  of  the  Sunday  school.  In  this 
chapter  I  wish  to  give  a  few  suggestions  that  will  help 
those  who  are  anxious  to  do  work  in  this  line. 

WHAT  THE   LIBRARY   SHOULD   BE. 

In  some  communities  a  Sunday-school  library  is 
really  not  necessary  because  of  a  well-established,  well- 
directed,  and  well-equipped  public  library,  yet  there 
are  many  places  where  these  privileges  are  wanting. 
It  is  in  such  places  that  I  believe  the  church  should  aim 
to  do  its  part  in  furnishing  good  reading  matter.  The 
Sunday-school  library  of  to-day  must  be  entirely  dif- 
ferent from  the  one  of  twenty-five  and  fifty  years  ago. 
Then,  libraries  were  written  with  a  view  to  furnish- 
ing a  certain  number  of  story  books  for  so  much 
money,  and  most  of  the  stories  contained  accounts  of 
boys  and  girls  who  were  exceptionally  good  or  excep- 
tionally bad,  and  who  most  invariably  would  die  before 
reaching  maturity.  These  stories  were  abnormal  and 
failed  to  give  the  child  or  youth  strong,  rounded  de- 
velopment. Religious  leaders  and  educators  of  to-day 
aim  to  know  the  traits  and  needs  of  the  child  and 
youth  and  relate  his  reading  to  those  traits  and  needs. 

113 


The  Sunday  School  in  Action 

From  this,  one  can  almost  by  instinct  tell  the  nature  of 
an  up-to-date  Sunday-school  library. 

The  books  in  this  library  need  not  necessarily  all 
be  strictly  religious  books.  While  the  child  is  a  reli- 
gious being,  every  part  of  its  nature  that  goes  to  make 
up  its  symmetrical  development  should  receive  atten- 
tion. Hence,  the  need  of  a  variety  of  books.  I  can 
only  suggest  what  should  go  into  this  library.  There 
should  be  a  liberal  amount  of  the  best  fiction  suitable 
to  the  different  periods  of  the  pupil's  life.  This  will 
not  be  so  difficult  to  find  as  "of  the  writing  of  books, 
there  is  no  end,"  and  many  of  them  are  good  books. 
Biographical  books  are  invaluable  to  the  youth  in 
furnishing  ideals  and  through  the  heroic  element  giving 
inspiration  for  a  whole  lifetime.  Books  of  this  kind 
should  represent  all  walks  of  life.  Biographies  of  re- 
ligious leaders,  ministers,  missionaries,  artists,  musi- 
cians, explorers,  tradesmen,  philanthropists,  and  the 
like.  Books  on  travel,  history,  poetry,  natural  his- 
tory. Books  for  parents ;  books  of  a  wonderful  variety 
can  be  had  which  will  appeal  to  all  periods  of  life. 
Care  must  be  taken  in  their  selection  else  the  shelves 
will  be  filled  with  useless  material.  The  country  Sun- 
day school  should  have,  in  addition  to  the  foregoing, 
books  on  agriculture,  horticulture,  and  the  like. 

TEACHERS''    LIBRARY    NECESSARY. 

A  Sunday-school  library  is  incomplete  without  a 
number  of  the  best  books  available  for  officers  and 
teachers.  One  of  the  saddest  things  in  the  past  and 
in   many  places  to-day   is   the   large  number   of  un- 

114 


Sunday-School  Library  and  Librarian 

trained,  inefficient,  so-called  religious  teachers.  How 
necessary  that  the  greatest  wisdom  be  used  in  training 
human  souls  in  the  things  that  are  specifically  religious. 
A  teacher's  library  need  not  be  large,  but  well  selected. 
The  following  is  suggestive :  A  good  Bible  dictionary, 
books  on  the  evolution  and  history  of  the  Sunday 
school,  child  study,  methods  of  teaching,  and  various 
phases  of  Sunday-school  work.  Also  books  on  best 
lesson  courses. 

QUALIFICATIONS  OF  LIBRARIAN. 

Too  often  this  position  in  the  Sunday  school  has 
had  but  Httle  consideration.  A  person  with  but  little 
qualification  has  been  appointed  "to  keep  track  of  the 
books,"  and  this  done  without  any  system.  The  time 
is  past  for  such  work  in  the  realm  of  intelligent  reli- 
gious activities.  This  position  is  very  important  and 
the  opportunities  for  doing  good  incalculable.  The  one 
elected  or  appointed  to  this  position  should  be  im- 
pressed and  inspired  with  his  responsibility  and  the 
opportunities  afforded.  But  an  ideal  librarian  is  hard 
to  find ;  ofttimes  we  must  use  the  best  person  available. 

First  of  all,  he  should  be  a  Christian,  for  he  holds 
a  Christian  position.  His  life  and  leadership  will  do 
much  in  the  moulding  of  all  whose  reading  he  helps 
to  select  and  direct.  He  should  be  a  lover  of  books, 
the  choicest,  the  best.  This  is  absolutely  necessary. 
He  should  be  well  acquainted  with  books  in  and  out 
of  the  library,  especially  the  former.  He  should  read 
or  review  them  so  that  he  will  be  able  to  give  the  con- 
tents in  brief  and  recommend  them  to  those  who  make 

lis 


The  Sunday  School  in  Action 

inquiry.  Indeed,  the  librarian  should  be  a  student  of 
religious  education,  one  who  knows  the  traits  and 
needs  of  children  and  young  people  in  the  different 
life  periods.  This  cannot  help  but  make  him  a  wise 
leader  and  director  in  this  very  important  field. 

HIS  DUTIES. 

He  is  the  custodian  of  all  the  books.  It  is  his  busi- 
ness to  see  that  they  are  properly  kept  and  preserved 
as  well  as  distributed  and  read.  In  order  to  do  this, 
he  must  aim  to  secure  the  hearty  co-operation  of  all 
the  officers  and  teachers  of  the  school.  He  should  hold 
library  meetings  from  time  to  time  and  discuss  the 
work  and  needs  of  this  important  department.  He 
should  organize  reading  circles  so  that  more  of  the 
books  will  be  read  and  the  work  will  be  more  construc- 
tive. He  should  see  that  each  class  or  at  least  each  de- 
partment has  its  own  librarian  who  will  co-operate 
with  him.  He  should  study  methods  of  directing  such 
work  and  adopt  the  best  for  his  own  use.  A  complete 
record  should  be  used  in  cataloguing  and  distributing 
the  books.  The  card  index  catalogue  is  the  simplest 
and  best.  A  printed  catalogue  booklet  is  a  good  thing 
to  be  distributed  among  the  members  of  the  school. 
He  should  give  a  regular,  detailed  report  to  the  school 
publicly  and  at  the  business  meetings  as  well  as  to  the 
official  board  of  the  church.  This  should  be  given  at 
least  monthly  and  include  the  number  of  books  in  li- 
brary, number  of  new  books  received  (should  be  classi- 
fied), number  of  books  put  out  of  service  to  be  re- 
placed, number  and  kinds  of  new  books  to  be  pur- 

116 


Sunday-School  Library  and  Librarian 

chased,  number  of  books  drawn,  number  not  returned ; 
moneys  received  for  the  work  of  the  library  through 
offerings,  special  gifts,  fines,  etc. ;  time  given  to  the 
work,  and  any  other  items  that  might  be  of  interest. 

RULES  FOR  LIBRARY. 

1.  The  best  time  for  the  distribution  of  books,  es- 
pecially in  towns,  is  on  a  week  night  before  and  after 
prayer  service.  I  have  seen  this  worked  very  satisfac- 
torily. In  the  country  where  the  mid-week  prayer- 
meeting  is  not  held,  on  Sunday,  thirty  minutes  before 
and  after  the  Sunday-school  session  is  a  good  time. 
The  hour  must  be  adapted  to  the  community  and  con- 
ditions of  the  school.  It  is  not  a  good  thing  to  dis- 
turb the  class  period  by  the  distribution  of  books  and 
thus  detract  from  the  real  function  of  the  teaching 
period. 

2.  There  should  be  a  limited  time  for  keeping 
a  book.  When  not  returned  within  that  period,  a  fine 
of  at  least  two  cents  a  day  should  be  imposed.  This 
will  insure  in  most  cases  a  prompt  return  of  books. 

3.  The  books  of  the  library  should  be  classified 
into  divisons  suitable  to  the  divisions  of  the  Sunday 
school,  such  as  elementary,  secondary,  adult,  officers, 
and  teachers.  This  will  facilitate  the  work  of  the 
librarian. 

HOW  BUILD  UP  LIBRARY. 

Much  attention  should  be  given  to  the  building  up 
of  the  library.  Books  will  wear  out,  some  will  grow 
obsolete.  Many  new  books  are  always  being  put  on 
the  market.     The  book  shelves  must  be  replenished 

117 


The  Sunday  School  in  Action 

from  time  to  time  if  the  library  will  perform  its  func- 
tion well.  But  how  build  up  the  library?  is  the  frequent 
question.  The  answer  is  simple.  I  believe  any  school 
can  soon  have  a  nice  library  of  good  books  by  using 
the  following  suggestions : 

First  of  all  the  librarian  should  not  attempt  to  do 
all  the  work  alone.  He  should  have  a  Library  Com- 
mittee composed  of  one  person  from  each  division  of 
the  Sunday  school,  which,  with  him,  will  hold  confer- 
ences, read  book  reviews  and  descriptive  catalogues, 
and  plan  in  detail  all  work  for  the  library,  to  be  ap- 
proved by  the  Sunday-school  association  and  church 
board.  An  important  question  is  how  to  get  the  money 
to  purchase  the  books  needed?  One  way  is  to  make 
an  estimate  of  the  amount  of  money  needed,  then  ask 
the  church  board  to  make  an  appropriation  for  the 
same.  In  case  the  board  furnishes  all  the  money  for 
the  running  expenses  of  the  school,  the  amount  may  be 
included  in  the  budget  of  expense.  If  the  school  sup- 
ports itself,  then  the  library  must  be  included  in  its 
items  of  expense  each  year.  Another  way  to  supple- 
ment either  of  the  foregoing  plans  is  to  secure  private 
gifts  from  persons  who  are  interested  or  can  be  inter- 
ested in  placing  good  reading  matter  in  the  hands  of 
the  youth.  Some  might  be  persuaded  to  give  amounts 
sufficiently  large  to  endow  the  library,  thus  establishing 
a  permanent  fund  which  will  furnish  an  annual  income 
for  this  important  work.  Some  schools  have  library 
socials,  at  which  time  each  one  is  asked  to  bring  a  good 
book.  Here,  there  is  danger  of  duplication  and  of  get- 
ting useless  books.    On  such  occasions  a  printed  list  of 

118 


Sunday-School  Library  and  Librarian 

all  the  books  already  in  the  library  as  well  as  a  list  of 
those  needed  should  be  wisely  distributed  beforehand. 
Then,  before  buying  a  book  for  donation,  the  library 
committee  should  be  consulted,  so  that  books  will  not 
be  duplicated.  In  this  way  a  splendid  lot  of  new 
books  may  be  furnished.  Then,  too,  the  rules  of  the 
library  in  regard  to  fines  should  be  enforced.  This 
will  furnish  a  neat  sum  each  year.  There  are  very 
few  communities  but  which  may  have  a  library  to 
meet  its  needs. 

A    READING    ROOM. 

A  splendid  thing  to  have  in  connection  with  the 
Sunday-school  library  is  a  free  reading-room,  thrown 
open  each  day  for  those  who  read.  A  number  of 
fresh,  up-to-date,  clean  periodicals,  both  religous  and 
secular  can  be  furnished  for  a  minimum  sum.  Old 
papers  and  magazines  will  not  do.  People  want  the 
latest  publications.  I  believe  the  habit  of  reading  good 
books  and  periodicals  can  be  cultivated  and  is  necessary 
for  the  enriching  of  life.  I  believe,  too,  that  this  is 
part  of  the  function  of  the  church  in  its  work  of  reli- 
gious education  and  for  the  present  the  Sunday  school 
is  best  adapted  to  do  this  very  important  work. 


U9 


CHAPTER    XVIII. 

SUNDAY-SCHOOL  MUSIC  AND  LEADER. 

Music  is  born  of  heaven.  It  is  the  heavenly  art,  yet 
how  frequently  it  is  diverted  into  channels  of  viscious- 
ness  and  all  forms  of  evil.  It  has  taken  the  church 
a  long  time  to  learn  and  recognize  the  real  value  and 
function  of  music,  in  its  educational  program.  Even 
in  this  realm  its  real  function  ofttimes  is  perverted. 
I  am  now  speaking  of  music  in  a  general  way,  in- 
cluding both  vocal  and  instrumental.  The  human 
voice  is  a  wonderful  piece  of  mechanism  and  when 
trained  in  song  is  a  marvel  to  all  who  hear.  Then, 
why  not  direct  it  in  rehgious  lines  with  a  view  to  using 
it  as  an  instrument  in  carrying  out  the  program  of  God 
in  soul-winning  and  character-building. 

The  thorough  training  of  the  child  in  music  is  the 
key  to  the  deepest  emotions  and  loftiest  sentiments  of 
his  soul.  Its  importance  cannot  be  fully  estimated. 
Music  in  the  home  is  magnetic  and  edifying.  Parents 
should  aim  to  enrich  the  lives  of  their  children  by  fur- 
nishing the  best  musical  education  possible.  Our  pub- 
lic schools  have  made  music  a  part  of  the  required  cur- 
riculum, and  in  most  of  our  cities  and  towns,  musical 
directors  are  being  employed.  In  our  rural  schools 
the  teacher  is  required  to  have  a  laiowledge  of  music 
and  be  able  to  instruct  the  children.  We  can  readily 
see  the  important  place  music  holds  in  the  educa- 
tional program  of  our  country. 

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Sunday-School  Music  and  Leader 

In  the  world  of  art  it  stands  at  the  head.  Great 
singers  and  players  move  vast  audiences  to  tears  and 
laughter  and  stir  the  souls  of  men  to  the  lowest  depths 
and  lift  them  to  the  loftiest  heights.  There  are  many 
schools  with  master  teachers  who  devote  all  their  time 
and  powers  in  devotion  to  this  divine  art. 

Then,  too,  music  is  used  in  promoting  business, 
social,  pohtical,  and  other  enterprises.  In  war  the  thrill 
of  martial  music  puts  courage  into  the  breast  of  many 
a  fearful,  faltering  soldier.  Music!  the  world  is  full 
of  music — the  universe  itself  seems  to  be  one  great 
organ  upon  whose  keys  God,  our  Heavenly  Father, 
plays,  bringing  out  the  harmony  of  his  own  nature 
and  thus  revealing  himself  to  man.  Music !  the  Bible 
in  its  hymn-book,  the  Psalms,  frequently  speaks  of 
singing  and  playing,  thus  teaching  that  it  is  a  part  of 
God's  program  in  the  training  of  his  children. 

It  cannot  be  left  out  of  the  religious  educational 
program  of  the  church,  and  there  is  no  better  place 
for  it  to  be  taught  than  in  the  Sunday  school.  Here 
it  should  have  due  recognition  and  emphasis. 

THE    LEADER. 

The  leader  of  music  in  the  Sunday  school  holds  an 
important  place.  He  should  be  selected  with  a  view 
to  his  fitness.  He  should  be  a  Christian  if  at  all  pos- 
sible, one  whose  example  is  good  and  healthful  for  all 
the  members  of  the  school.  He  should  be  a  musician, 
one  who  can  readily  read  music  and  interpret  its  soul 
and  give  expression  in  such  a  way  as  to  grip  every 
one.    He  should  be  a  teacher,  and  all  his  work  should 

121 


The  Sunday  School  in  Action 

be  constructive.  The  members  of  the  school  under  his 
leadership  should  gain  in  knowledge  and  be  inspired 
to  better  lives.  He  should  be  interested  in  the  greatest 
welfare  of  the  school.  He  should  be  willing  to  coun- 
sel with  the  other  workers  of  the  school  and  aim  to 
do  his  best  in  making  the  music  a  strong  factor  in 
building  up  the  pupil  and  the  school.  He  should  aim 
to  relate  his  music  to  the  needs  of  the  different  depart- 
ments of  the  school,  hence,  the  necessity  of  directing 
wisely  those  who  have  charge  of  the  departmental 
music.  Music  must  be  adapted  to  the  different  periods 
of  a  child's  life.  A  wise,  religious,  musical  instructor 
knows  this  and  will  seek  to  do  his  best.  Selections 
that  appeal  to  the  little  tots  will  not  suit  adults.  Hence, 
the  necessity  of  care  and  wisdom  in  this  respect. 

He  should  be  up-to-date  on  the  graded  Sunday 
school,  its  divisions,  departments,  and  needs. 

The  Beginners  child  should  have  very  simple,  quiet 
songs,  taken  from  nature  which  teach  God's  love, 
care,  and  protection,  appropriate  to  his  years,  which 
will  appeal  to  his  imagination  and  develop  a  tender, 
loving  nature. 

The  Primary  child  should  also  have  a  simple,  quiet 
music,  vivid  in  picture,  full  of  worship,  which  will 
become  a  part  of  his  very  nature.  These  songs  should 
harmonize  with  the  traits  of  his  nature  and  the  les- 
sons taught. 

In  the  Junior  child  the  voice  is  even,  firm,  and 
clear  in  its  tones.  Great  care  should  be  taken  not  to 
strain  the  voice  for  the  latter  part  of  this  period 
verges  on  early  adolescence,  when  the  voice  changes, 

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Sunday-School  Music  and  Leader 

If  the  child  is  allowed  to  sing  beyond  the  compass  of 
his  voice  in  the  Junior  period,  the  voice  may  be  in- 
jured for  all  life. 

It  is  in  this  period  that  .children's  choirs  are 
formed  with  splendid  results.  The  best  leader  possible 
should  direct  such  a  choir.  It  is  upon  this  period  that 
our  Sunday-school  leaders  depend  for  the  singers  and 
entertainers,  for  special  days  and  occasions,  such  as 
Christmas,  Easter,  Children's  Day,  Harvest  Home,  and 
the  like.  This  is  the  golden  memory  period  and  great 
care  should  be  taken  to  give  the  children  the  choicest 
songs  and  hymns.  Indeed,  many  of  the  best  hymns 
and  selections  should  be  memorized,  for  these  become 
a  part  of  character. 

The  Intermediate  child  lives  in  the  period  of  tran- 
sition of  great  physical  and  mental  changes.  The 
period  of  a  new  world,  of  adolescence.  Xow,  the  boy's 
voice  changes  from  soprano  to  bass  and  the  music 
must  be  adapted  to  the  changing  voice.  It  is  in  this 
period  that  most  conversions  take  place.  How  neces- 
sary, then,  that  the  music  in  the  preceding  periods 
lead  up  to  that  important  decision  in  a  child's  life.  At 
this  period  they  should  be  taught  to  worship  and  live 
in  an  atmosphere  of  reverence  in  God's  house.  They 
should  be  told  the  story  of  hymns  and  tunes.  It  is 
rather  difficult  to  find  a  sufficient  number  of  suitable 
hymns  for  this  period.  They  should  be  such  as  will 
express  social  goodness  and  inspire  to  action  as  well 
as  those  that  will  reflect  the  subjective  or  inner  as- 
pects of  religious  experience.  These  hymns  should  be 
the  means  of  winning  many  in  this  period  to  Christ 

123 


The  Sunday  School  in  Action 

and  the  church  and  to  faithful  service  to  God  and  man 
and  high  ideals  of  living.  Indeed,  they  should  deepen 
and  enrich  one's  religious  experience. 

In  the  Senior  child  who  lives  in  the  middle  adoles- 
cent period,  the  period  of  high  ideals  and  intense 
emotionalism,  every  hymn  should  be  selected  with  a 
view  to  deepening  the  consecration  and  giving  the 
loftiest  ideals  of  life.  Here  hymns  of  fellowship  with 
God,  brotherly  love,  of  social  service  and  real  joy 
will  have  the  desired  result  in  anchoring  the  young 
man  or  woman  fast  to  his  faith  in  Christ  and  the 
church. 

The  keynote  of  the  adult  life  is  service.  Here 
there  is  a  wide  range  of  songs.  Adaptation,  fitness  are 
necessary  if  the  music  of  the  Sunday  school  will  per- 
form its  function  in  the  life  and  character  of  the  child 
and  Christ's  kingdom. 

SONG  BOOKS. 

From  the  foregoing,  one  can  readily  see  the  need 
of  selecting  the  best  song  books  obtainable  and  plenty 
of  them.  Too  often  this  part  of  the  service  is  spoiled 
for  lack  of  books.  These  books  should  be  well  cared 
for  instead  of  being  used  roughly  as  so  often  is  the 
case. 

THE   INSTRUMENT. 

I  have  not  said  anything  about  the  instrument  to 
be  used.  A  piano  is  preferable  because  it  gives  more 
life  and  greater  emphasis  to  the  music.  The  pianist 
or  organist  should  be  a  person  who  can  readily  read 
music,  give  good  time  and  expression.    It  is  a  splendid 

124 


Sunday-School  Mtisic  and  Leader 

thing    to    sing    occasionally    without    the    instrument, 
which  helps  cultivate  both  the  voice  and  self-reliance. 

AN    ORCHESTRA. 

An  orchestra  is  of  great  help  if  directed  properly 
and  not  allowed  to  detract  from  the  singing.  It  should 
be  an  aid.  It  need  not  be  large.  It  should  be  able  to 
play  choice,  soft,  and  upHfting  selections  at  the  open- 
ing of  the  school  or  when  called  upon.  It  can  be  of 
great  help  on  special  days  and  be  an  attraction  for  the 
lovers  of  such  music.  It  can  give  entertainments  of 
its  own  under  the  direction  of  the  school,  and  thus 
furnish  clean  and  wholesome  entertainment,  and  at 
the  same  time  be  a  source  of  income  financially  as  well. 
Certain  conditions  should  be  required  of  every  one  be- 
coming a  member  of  the  orchestra,  one  of  w^hich  should 
be  that  he  should  be  a  member  of  the  school. 

A  BAND. 

The  Sunday-school  band  has  proven  a  great  help 
in  building  up  and  inspiring  the  school.  The  band 
must  have  such  rules  as  will  have  for  its  members 
only  those  who  will  honor  the  school  and  church  and 
who  will  be  faithful  in  their  service.  Nearly  all  mem- 
bers of  the  Sunday-school  band  are  members  of  the 
orchestra  and  thus  perform  a  double  service.  The 
band  can  play  at  public  religious  gatherings,  Sunday- 
school  picnics,  and  the  like,  and  thus  add  spirit  and 
enthusiasm  to  the  occasion. 

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The  Sunday  School  in  Action 

A  CHOIR. 

It  is  a  good  thing  to  enlist  the  young  people  in  song 
by  selecting  a  number  of  singers  and  forming  a  choir. 
A  male  chorus  or  quartet  also  have  proven  inspiring 
and  helpful. 

SPECIAL    MUSIC. 

From  time  to  time  the  director  of  music  should 
see  that  special  selections  are  given  in  form  of  solo, 
duet,  quartet,  or  chorus,  that  a  selection  on  a  violin  or 
some  other  instrument  be  added  occasionally  to  give 
interest  and  attraction.  Indeed  the  musical  department 
of  the  Sunday  school  furnishes  a  rich  field  for  service 
in  the  Master's  work. 

BOOKS    LEADERS    SHOULD    READ. 

*Vosseller — ''The  Use  of  a  Children's  Choir  in  the 

Church." 

Bates — ''Voice  Culture  for  Children,"  Parts  I.  and 

11. 

Belmke  &  Browne— "The  Child's  Voice." 

Stubles — "Practical  Hints  on  the  Training  of  Qioir 

Boys." 

Martin — "Art  of  Training  Choir  Boys." 
Dawson — "The  Voice  of  the  Boy." 
Howard — "The  Child  Voice  in  Singing." 


*( Taken    from    Prof.   Walter    S.    Athem's    book, 
"The  Church  School,"  page  140.) 


126 


CHAPTER   XIX. 

TRAINED  TEACHERS 

The  subject  of  religous  education  has  a  new  setting  in 
the  life  and  activities  of  the  church.  The  demand 
is  for  thoroughly  organized,  well  equipped,  graded 
Sunday  schools  with  graded  lesson  material  under  the 
direction  of  trained  officers  and  teachers.  Parents  are 
asking  for  the  best  religious  training  for  their  chil- 
dren ;  young  people  and  adults  are  interested  as  never 
before.  The  Sunday  school  is  the  religious  school,  the 
soul-winning,  character-building,  conserving  agency  of 
the  church.  The  church  that  wins  is  the  one  that  puts 
proper  emphasis  upon  training  leaders  and  teachers. 

To-day  we  are  aiming  to  give  teacher  training  its 
rightful  place.  It  is  one  of  the  requirements  of  a 
standard  school.  Much  time  and  energy  have  been 
given  to  arouse  interest  in  this  work.  How  men  and 
women  can  demand  the  best  preparation  for  the  teach- 
ing of  their  children  in  the  public  schools  and  then 
give  only  a  careless,  passing  thought  to  religious  in- 
sruction,  is  strange.  Every  Sunday-school  officer  and 
teacher  should  prepare  for  his  work  and  be  a  constant 
student  of  the  Sunday-school  problem  in  all  of  its 
phases.  Read  what  some  of  the  great  leaders  have 
said : 

"Study  to  show  thyself  approved  unto  God,  a 
workman  that  needeth  not  to  be  ashamed,  rightly  di- 
viding the  word  of  truth."    II.  Timothy  2:  15. 

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The  Sunday  School  in  Action 

"Teaching  is  an  art;  therefore,  the  teacher  should 
strive  to  master  it." — Hamill. 

"Teaching  is  the  highest  of  all  professions,  and 
religious   teaching   is   its   highest  form." — Vincent. 

"The  fundamental  demand  on  every  teacher  is  that 
he  know." — Marquis. 

"Preparation  is  more  than  half;  indeed  in  many 
things,  it  is  nearly  all." — Miller. 

"The  greatest  need  of  the  church  is  a  double  num- 
ber of  trained,  consecrated  teachers  in  the  Sunday 
school." — McElfresh. 

"The  center  of  the  educational  world  is  the  teacher. 
The  Hght  of  his  life  is  the  transforming  and  illumi- 
nating influence  so  essential  to  the  opening  soul  of  the 
child.  No  other  agency  or  agencies  is  in  any  adequate 
way  comparable  to  the  teacher." — Brumbaugh. 

If  these  sayings  are  true,  then  how  necessary  it  is 
that  we  aim  to  have  every  Sunday-school  officer  and 
teacher  trained  for  his  work.  A  class  for  training 
every  year  in  every  Sunday  school  will  be  a  solution 
to  the  problem.  The  pastor  is  the  key  man  to  create 
interest  in  the  promotion  of  this  important  work. 

ORGANIZING    A    TRAINING    CLASS. 

Success  in  this  work  cannot  be  achieved  until  in- 
terest is  created  and  its  great  need  realized.  I  will  try 
and  give  a  few  suggestions  which  I  think  will  help 
bring  this  about. 

The  pastor,  the  Sunday-school  superintendent,  and 
his  assistants  should  frequently  counsel  together. 
They  should  study  the  best  methods  in  teacher  training. 

128 


Trained  Teachers 

There  should  be  addresses  and  round  table  dis- 
cussions in  the  Sunday-school  council  or  association  by 
competent  leaders. 

Occasional  sermons  and  addresses  should  be  given 
by  the  pastor  to  the  entire  church  and  school  on  the 
value  of  religious  education,  best  methods  of  proceed- 
ure,  and  the  necessity  of  trained  teachers. 

Attendance  at  Sunday-school  conventions  and 
group  gatherings  on  teacher  training  should  be  urged. 

The  tremendous  and  sacred  responsibility  of  the 
Sunday-school  teacher  should  be  emphasized. 

An  earnest  desire  should  be  created  in  the  hearts 
of  Christian  young  people  in  the  school,  who,  by  nat- 
ural ability  and  training  are  well  adapted  and  quali- 
fied to  take  up  the  work.  This  can  be  done  by  per- 
sonal and  public  appeal.  Middle  and  later  adolescence 
are  the  periods  when  the  heart  longs  to  serve. 

The  subject  should  be  made  a  matter  of  deep  con- 
cern and  frequent  prayer,  openly  and  in  secret. 

A  comfortable,  cheery  place  should  be  selected  for 
the  class  to  meet.  Have  a  blackboard,  good  maps,  and 
any  other  helps  necessary. 

Choose  a  competent  leader,  a  thorough  Christian — 
one  who  is  interested ;  one  who  will  devote  time  in 
preparation;  one  who  will  sit  at  the  feet  of  the  Mas- 
ter Teacher, 

Go  at  it  with  a  determination  to  succeed. 

WHO  SHOULD   BE    IN    THE   CLASS. 

We  would  suggest  that  there  be  three  classes,  as 
follows,  unless  the  school  is  quite  small,  then  one  class 
will  suffice. 

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The  Sunday  School  in  Action 

1.  Present  Teachers. 

Every  active  Sunday-school  teacher  should  be  in  a 
class  which  should  meet  during  the  week,  after  prayer 
service  or  at  any  other  suitable  time.  Working  teach- 
ers must  study  and  keep  up-to-date.  This  is  sometimes 
given  the  name  'Teachers'  Meeting." 

2.  Prospective  Teachers. 

A  class  for  prospective  officers  and  teachers  or  the 
"Teacher  Training  Class"  proper  should  be  organized 
to  meet  during  the  Sunday-school  hour.  The  ages 
should  range  between  sixteen  and  thirty  years,  which 
is  the  best  period  for  training  for  this  important  work. 

It  should  be  only  for  those  who  are  wiUing  to 
serve.  This  class  should  not  be  called  upon  for  supply 
teachers.  Interest  must  be  maintained  throughout  the 
entire  course.     This  is  the  teachers'  recruiting  station. 

3.  A  Supply  Class. 

It  is  important  to  have  a  supply  class,  the  members 
of  which  will  pledge  themselves  to  study  the  lesson 
or  lessons  (choosing  the  department  in  which  they 
will  work),  one  week  ahead,  who  will  be  ready  to 
teach  at  a  moment's  notice.  This  is  vital  to  the  life 
and  interest  of  the  school. 

It  is  very  important  that  those  in  training  read 
magazines,  articles,  and  the  best  books  on  religious 
education;  also  avail  themselves  of  every  opportunity 
to  hear  the  best  speakers  on  child  study  and  the  Sun- 
day-school problem.  The  leader  of  the  class  should 
aim  to  enlarge  and  deepen  the  spiritual  life  of  every 
one  in  preparation  for  this  responsible  work.  An  occa- 
sional social  with  all  the  officers  and  teachers  of  the 

130 


Trained  Teachers 

Sunday  school  present,  will  be  valuable  to  those  pre- 
paring to  teach. 

GRADUATION. 

It  is  important  that  the  teacher  of  the  training 
class  inspire  the  members  of  his  class  from  time  to 
time  to  continue  their  studies  and  do  their  very  best 
to  finish  the  course.  Some  weeks  before  the  time  for 
completing  the  work,  talk  about  plans  for  a  gradu- 
ation exercise.  This  can  be  made  interesting  and  thus 
dignify  the  ministry  of  teaching  and  magnify  the  Sun- 
day-school cause.  It  will  also  incite  others  to  take 
up  this  important  work. 

This  exercise  should  be  held  in  the  church  proper 
with  an  address  or  sermon  by  the  pastor  on  'The 
Teaching  Function  of  the  Church,"  or  some  kindred 
subject. 

If  the  class  is  not  too  large  and  should  so  decide, 
each  graduate  may  read  a  five-minute  paper  on  some 
phase  of  the  work  which  has  been  studied. 

Teacher  training  colors,  gold  and  white,  may  be 
used  in  decorations.  The  atmosphere  of  the  entire 
service  should  fit  in.  Do  not  make  the  program  too 
long. 

ALUMNI  ASSOCIATION. 

Some  Sunday  schools  have  organized  all  their, 
teacher  graduates  into  an  Alumni  Association,  which 
has  proven  helpful  in  many  ways.  Occasional  meet- 
ings for  social  fellowship  and  for  the  discussion  of 
further  promotion  of  this  important  work  are  held. 


131 


CHAPTER  XX. 

THE  TEACHER  IN  THE  SUNDAY  SCHOOL 

Think  of  it !  Only  one  hour  or  a  little  more  to  be 
with  the  class !  The  time  is  too  short,  yet  it  is  not  al- 
ways the  length  of  time,  but  how  well  it  is  occupied. 
The  teacher  is  the  producer  of  life  (some,  I  fear,  pro- 
duce death),  life  that  is  Christ-like  and  eternal. 

The  teacher  should  be  on  time.  A  tardy  teacher 
makes  a  tardy  class,  which  is  distressing  to  any  school. 
On  hand  a  little  before  the  session  is  a  good  rule. 
Then  all  details  can  be  splendidly  arranged  before  the 
scholars  come.  Some  teachers  are  chronic  late-comers. 
The  destructive  results  are  perceptible. 

The  teacher  should  be  thoroughly  prepared  before- 
hand to  take  up  his  class  w^ork  at  once.  The  study  of 
the  lesson  during  the  session  of  the  school  is  bad  taste, 
offensive  to  other  workers,  also  to  the  class,  and  is 
almost  sinful.  I  have  seen  teachers  sitting  with  their 
noses  in  their  lesson  quarterly  or  teachers'  magazine 
during  the  opening  of  the  school  session,  and  have 
been  tempted  to  ask  them  to  withdraw  from  the  room 
until  prepared.  The  influence  is  bad.  Preparation  be- 
forehand has  a  helpful  eft'ect  upon  the  class  and  entire 
school. 

The  teacher  should  greet  the  scholars  most  heartily 
as  they  come  into  the  class.  A  smile,  a  hand-shake, 
a  word  means  much  to  a  child,  young  person,  or  adult 
after  a  week's  preparation.     ]\lany  teachers  are  de- 

132 


The  Teacher  in  the  Sunday  School 

structive  to  their  classes  by  their  sulkiness  and  lack 
of  sociability.  More  have  been  constructive  by  their 
warm,  genial,  cordial  greetings  and  attractive  man- 
ners. New  scholars  should  always  be  made  to  feel 
that  the  teacher  has  a  big,  loving  heart  and  magnetic 
personality.  A  teacher  must  never  lose  sight  of  the 
social  impulse  or  instinct  in  a  scholar. 

The  teacher  should  enter  heartily  into  the  opening 
and  closing  services  of  the  school.  I  have  seen  teach- 
ers chatting  and  laughing  with  their  scholars  or  study- 
ing their  lesson  during  singing  and  responsive  read- 
ing. This  savors  of  sinfulness  and  shows  that  there 
is  something  lacking.  It  is  a  poor  example  and  can- 
not help  but  exert  an  influence  for  wrong,  and  at  the 
same  time  create  a  careless  and  indifferent  attitude  of 
the  class  toward  the  government  of  the  school  and 
toward  that  which  is  fundamental  to  the  real  life, 
spirit,  and  growth  of  the  school.  There  must  be  co- 
operation on  the  part  of  the  teacher  if  the  superin- 
tendent would  have  the  co-operation  of  the  class. 

The  teacher  should  use  his  Bible  in  teaching  the 
lesson.  I  do  not  object  to  using  lesson  helps  in  the 
study  of  the  lesson,  but  to  be  a  slave  to  them  before  a 
class  does  not  exert  the  best  influence.  The  Bible  is 
the  text-book.  It  is  the  reference  book.  It  is  the 
Book  of  books.  Its  constant  use  will  exert  a  healthful 
influence  upon  the  class  and  will  also  strengthen  the 
confidence  of  the  teacher  in  his  ability  to  teach  without 
leaning  upon  crutches  while  before  the  class.  Use  the 
Bible.  Study  it  much  in  the  preparation  of  the  lesson 
and  it  will  become  more  familiar  and  easier  to  handle. 

133 


The  Sunday  School  in  Action 

The  teacher  should  always  have  in  mind  a  lofty 
purpose  in  all  of  his  work,  and  that  is  the  salvation  of 
every  scholar  in  his  class  and  the  upbuilding  of  char- 
acter. Think  of  it!  A  teacher,  leader,  example, 
largely  responsible  for  the  destiny  of  each  scholar; 
hence,  a  warm,  spiritual  atmosphere  should  be  felt  in 
the  class  from  the  beginning  to  the  close  of  the  session. 

A  short,  fervent  prayer  at  the  beginning  or  close  of 
the  lesson.  If  in  a  separate  room,  a  number  of  short 
prayers  will  be  helpful.  There  should  also  be  a  prac- 
tical application  of  the  lesson  to  the  needs  of  the  schol- 
ars in  the  class. 

An  up-to-date  teacher  will  know  his  class,  will 
know  each  one  personally,  and  will  make  his  class  ses- 
sions so  attractive  that  his  class  will  grow  and  the 
lives  of  his  scholars  will  so  unfold  and  beautify  that 
from  his  ranks  he  will  furnish  active  and  efficient 
workers  for  any  department  of  church  work,  and  will 
also  prepare  a  splendid  citizenship  for  earth  and 
heaven. 

A  teacher's  tools. 

A  man  who  expects  to  follow  a  trade  of  any  kind, 
first  of  all,  must  serve  an  apprenticeship  in  study  and 
practice  until  he  is  thoroughly  equipped  to  enter  upon 
his  work  as  a  full-fledged  mechanic,  but  before  doing 
this,  he  must  make  every  preparation  by  equipping 
himself  with  the  best  tools  available  if  his  work  is  to 
prove  satisfactory.  This  simile  may  be  used  to  a  large 
degree  in  speaking  of  a  Sunday-school  teacher.  He 
must  first  of  all  learn  his  business.    No  one  should  at- 

134 


The  Teacher  in  the  Sunday  School 

tempt  to  teach  boys  and  girls  without  preparation. 
A  study  not  only  of  the  Bible  and  other  books,  but  of 
the  child,  is  absolutely  essential.  Then,  after  this 
preparation,  the  teacher  should  not  be  satisfied  to  en- 
ter upon  his  work  without  up-to-date  tools,  or  equip- 
ment. 

For  the  greater  results,  it  is  best  to  have  the  class 
separated  from  the  main  school  during  the  study 
period,  but  this,  in  very  many  instances  cannot  be, 
owing  to  the  numerous  buildings  not  properly  con- 
structed. Even  without  this,  a  teacher  can  do  splen- 
did work  if  thoroughly  qualified  and  well  equipped 
with   necessary  tools,   some   of  which   I   mention,   as 

follows : 

1.  A  Bible,  which  is  basic  to  all  religious  instruc- 
tion as  a  text-book. 

2.  A  concordance,  which  facilitates  the  finding  of 
passages  of  Scripture  on  short  notice. 

3.  A  teacher's  library  of  well-selected  books,  treat- 
ing the  child  problem  and  Sunday-school  problem  in 
their  various  phases  along  modern  religious  educa- 
tional lines. 

4.  Denominational  church  papers  and  Sunday- 
school  helps  which  are  suggestive  in  the  preparation  of 
the  lesson,  as  well  as  in  keeping  pace  with  the  progress 
of  the  church's  life. 

5.  Other  Sunday-school  periodicals,  such  as  The 
Sunday-school  Times,  which,  without  doubt,  give  the 
teacher  a  broader  view  of  the  Sunday-school  field  and 
lines  of  progress  in  the  work. 

135 


The  Sunday  School  in  Action 

6.  A  loose-leaf  note  book  for  the  recording  of  such 
helpful  suggestions  as  are  found  in  reading  and  listen- 
ing to  talks  and  lectures  on  religious  education  and 
Sunday-school  work. 

7.  A  large  scrap-book  in  which  to  preserve  clip- 
pings that  will  frequently  be  of  great  value  to  the 
teacher. 

8.  A  good  blackboard  and  crayon,  which  can  be 
used  in  review  and  in  illustrating  and  outlining  the 
lesson  before  the  class. 

9.  An  up-to-date  set  of  maps,  not  too  large,  which 
will  give  the  geographical  setting  of  the  lesson  when 
necessary. 

10.  When  obtainable,  secure  objects,  curios,  pic- 
tures, and  the  like,  illustrating  the  lesson. 

11.  A  good  record  book  is  also  essential  or  a  com- 
plete card  system  in  order  that  the  history  of  the  class 
be  maintained. 

12.  A  table  with  a  large  drawer  to  be  used  as  a 
depository  for  various  helps  needed  in  class  work  is 
valuable.  It  is  well  to  keep  on  hand  tablets  and  pen- 
cils to  be  used  by  the  pupils  in  class  work  when  neces- 
sary. 

I  might  mention  other  tools,  but  these  are  suf- 
ficient as  a  suggestion.  We  can't  help  but  grant  that 
the  concrete  plays  a  large  part  as  a  means  in  teaching 
spiritual  truths  and  lessons  which  go  to  make  up  the 
character  of  our  Sunday-school  pupils.  It  will  cost  a 
little  money  for  such  equipment,  but  both  the  teacher 
and  pupil  cannot  help  but  be  enriched  in  a  large  meas- 
ure in  the  final  count. 

136 


CHAPTER  XXL 

THE  TEACHER  AND  THE  OFFERING 

A  COMMON  expression  to-day  is  that  "All  the  church 
wants  is  money."  This  is  a  sort  of  meaningless  say- 
ing, yet  it  hinges  on  something  and  that  something  is 
that  the  church  has  failed  to  adopt  and  practice  a  sys- 
tem of  giving  which  will  do  away  with  so  many  money 
appeals.  What  is  needed  is  a  religious  education  in 
church  finance.  Here  the  Sunday-school  teacher  has 
an  opportunity  to  do  great  things  for  God. 

The  teacher  should  know  what  the  Bible  says  on 
giving.  It  is  a  book  which  touches  every  phase  of  reli- 
gious conduct.  Simply  reading  the  Bible  through  and 
underscoring  every  verse  that  in  any  way  touches  on 
giving,  will  be  an  education  in  itself.  The  Bible  is  the 
teacher's  text-book,  it  tells  who  is  to  give,  how  much 
to  give,  and  when  to  give.  It  is  God's  Word,  it  can- 
not lie. 

The  teacher  should  read  what  others  say  on  this 
subject.  There  is  much  helpful  literature  which  can 
be  purchased  at  a  small  sum,  which,  if  studied,  will  be 
invaluable. 

He  should  emphasize  giving  as  a  grace,  a  religious 
act,  a  part  of  worship,  the  practice  of  which  is  neces- 
sary, to  bring  the  greatest  blessing  and  highest  enjoy- 
ment. If  the  scholar  is  taught  from  childhood  it  be- 
comes a  part  of  his  life  and  character.    Just  as  prayer 

137 


The  Sunday  School  in  Action 

and  other  phases  of  religious  conduct,  I  fear  too  much 
giving  is  done  in  a  thoughtless,  careless  manner. 
Every  Sunday-school  scholar  should  be  taught  to  give 
regularly  and  systematically,  to  the  great  benevolent 
interests  of  the  kingdom  and  thus  be  made  to  develop 
almost  unconsciously  his  interest  in  the  great  world 
problems. 

The  teacher  should  make  the  offering  an  important 
feature  of  his  class  work.  I  am  quite  sure  that  right 
here  is  the  making  or  the  destroying  of  this  religious 
impulse.  If  given  only  a  perfunctory  place  in  the 
class,  its  value  is  passed  unnoticed  and  unknown  and 
an  important  part  of  the  religious  life  neglected. 
Given  attention,  it  means  training  and  strength  for 
the  future  church. 

The  teacher  should  be  an  example  in  giving.  A 
penny  teacher  will  have  a  penny  class.  Penny  classes 
will  make  a  penny  school,  and  a  penny  school  will  make 
a  penny  church.  I  don't  like  a  stingy  teacher.  There 
is  only  one  person  in  the  world  that  is  worse  than  a 
lazy  person,  and  that  is  the  stingy  one.  Many  a  per- 
son has  been  robbed  of  the  joy  and  blessedness  of  giv- 
ing by  a  stingy,  selfish  teacher.  The  scholar  has  his 
eyes  open  when  the  offering  is  taken  as  well  as  when 
the  lesson  is  being  taught.  The  teacher  should  give 
this  subject  an  important  place  in  his  instruction  and 
practice.  It  will  give  inspiration  and  infuse  life  into 
the  scholar  and  the  school. 

What  I  said  regarding  the  teacher  holds  good  with 
the  officers  of  the  school.  Some  escape  giving.  This 
is  wrong.     An  officer  can  do  much  to  encourage  a 

138 


The  Teacher  and  the  Oifering 

struggling  class  by  an  occasional  liberal  offering.  On 
special  days  I  would  have  the  officers  and  teachers 
take  the  lead  in  this  part  of  the  program  and  thus  line 
up  the  whole  school  for  a  great  offering.  Try  it. 
It  pays  not  only  in  dollars  and  cents,  but  in  the  in- 
spiration it  gives  the  school  and  the  influence  it  gives 
the  school  in  the  community. 

"Remember  the  Lord  thy  God;  for  it  is  he  that 
giveth  thee  power  to  get  wealth,  that  he  may  establish 
his  covenant,  which  he  sware  unto  thy  fathers."  The 
teacher  can  find  in  almost  every  lesson  a  practical  hint 
or  lesson  on  kingdom  expansion,  which  will  appeal  to 
the  altruistic  in  the  life  of  the  pupil,  thus  preparing  the 
way  for  generous  giving. 


139 


CHAPTER   XXII. 

HOW   TO   GET  PUPILS  TO   STUDY  THE 
LESSON 

The  common  complaint  among  Sunday-school  teach- 
ers is  that  their  pupils  do  not  study  their  lessons. 
Many  say  they  like  the  graded  lesson  material,  but  for 
some  reason  the  boys  and  girls  come  to  Sunday  school 
unprepared.    How  interest  them,  is  the  problem. 

I  think  I  am  correct,  when  I  say  that  the  secret 
lies,  in  most  cases,  with  the  teacher,  and  I  believe  there 
are  ways  by  which  this  difficulty  may  largely  be  over- 
come. I  like  the  language  of  Mr.  John  L.  Alexander, 
"The  greatest  thing  in  the  Sunday  school  is  the 
teacher,  for  now  abideth  the  lesson,  the  class,  and  the 
teacher,  but  the  greatest  of  these  is  the  teacher."  'Tis 
true,  the  school  itself  must  be  modern,  well  housed, 
well  organized,  well  officered,  well  graded,  well 
equipped,  but  these  in  themselves  are  only  means  to 
an  end.  The  teacher  is  the  pivotal  person  because 
he  comes  into  closer  contact  with  the  pupil  than  any 
one  else  in  the  school. 

The  teacher  should  be  thoroughly  acquainted  with 
the  traits  and  nature  of  children,  especially  of  that 
period  of  life  as  found  in  his  department  and  class. 
Too  many  teachers  teach  lessons  instead  of  boys  and 
girls.  Some  even  do  not  discern  that  children  and 
young  people  are  different  from  each   other.     They 

140 


How  to  Get  Pupils  to  Study  the  Lesson 

group  them  together  and  teach  the  group  instead  of 
recognizing  the  individual.  Child  study  is  absolutely 
necessary.  A  teacher  who  fails  here  is  at  a  great  loss 
and  misses  his  opportunity  in  his  approach  to  the 
pupil  and  in  giving  to  him  instruction  adapted  to  his 
period  of  life.  There  are  many  good  books  on  this 
subject  and  our  church  papers  and  Sunday-school 
periodicals  are  constantly  emphasizing  it.  Our  con- 
ventions, institutes,  and  summer  schools  also  afford 
ample  opportunity  to  acquaint  one's  self  with  this 
which  is  vital  in  a  teacher's  preparation  to  call  out 
the  interests  of  the  pupil. 

The  teacher  should  be  acquainted  with  his  class  as  a 
whole  and  as  individuals.  This  gives  first-hand  knowl- 
edge of  child  life.  This  acquaintanceship  must  be 
deeper  than  knowing  the  name,  the  appearance,  and 
size  of  the  pupil,  and  it  cannot  be  had  by  simply  meet- 
ing the  pupils  once  a  week  in  the  Sunday-school  ses- 
sion. 

He  must  meet  them  in  their  homes.  This  is  in- 
valuable. Here  parental  influence  as  well  as  home 
environment  in  detail  can  be  studied,  such  as  religious 
life,  occupation,  thriftiness,  cleanliness,  and  the  like. 
Ofttimes  in  this  way  the  parents  can  be  interested  and 
enlisted  in  the  effort  to  give  their  children  a  religious 
education. 

He  must  also  interest  himself  in  the  week-day  life 
of  the  pupil,  such  as  school  life,  play,  associations,  and 
the  amount  of  work  required.  This  furnishes  a  rich 
source  of  material  and  greatly  helps  in  the  adaptation 
of  the  lesson  to  the  life  and  needs  of  the  pupil. 

14i 


The  Sunday  School  in  Action 

The  teacher  must  cement  the  members  of  his  class 
to  himself  and  to  each  other  by  social  contact  aside 
from  the  Sunday-school  hour.  Children  are  social 
beings.  They  have  a  social  instinct  which  must  have 
recognition.  Children  and  young  people  naturally 
gravitate  together.  They  go  together  in  gangs,  they 
organize  clubs  and  societies  without  being  told.  This 
part  of  their  nature  must  be  recognized  and  directed 
in  lines  which  will  result  in  the  greatest  good  to  them 
throughout  life  and  eternity.  Frequent  socials  at  the 
Sunday-school  house  or  church,  in  the  teacher's  home, 
in  the  homes  of  the  different  scholars,  class  picnics,  en- 
tertainments, hikes,  or  strolls,  all  of  which  are  health- 
ful and  happy  features  of  young  life,  cannot  help  but 
interest  each  one  in  the  work  of  the  class  and  will  be 
a  stimulus  in  the  study  of  the  lesson.  I  knew  a  class 
of  girls  at  the  age  of  nine  years,  which  met  with  their 
teacher  every  Friday  afternoon  at  the  parish  house 
for  a  good  time.  They  were  a  happy  bunch.  Their 
social  nature  was  not  only  nurtured,  but  they  were 
taught  to  sew  and  be  useful  with  their  hands.  I  knew 
a  class  of  boys  who  met  in  the  same  way  with  their 
teacher  and  were  taught  to  make  fishing  nets.  I  could 
mention  the  work  of  other  classes,  but  this  is  suf- 
ficient. It  is  needless  to  say  that  the  members  of  these 
classes  were  promptly  in  their  places  on  Sunday  morn- 
ing and  made  a  good  record.  Of  course,  this  takes 
time  and  thought,  and  often  means  sacrifice  on  the 
part  of  the  teacher,  but  there  cannot  be  success  with- 
out sacrifice.  The  teacher  must  so  love  his  pupils  that 
he  will  lay  down  his  life  for  them. 

142 


How  to  Get  Pupils  to  Study  the  Lesson 

The  teacher  should  outline  a  definite  program  for 
each  lesson.  He  should  tell  each  pupil  what  he  wants 
done  in  the  way  of  preparation.  So  many  do  not  give 
this  even  a  thought.  This  lesson  may  be  learned  from 
the  public-school  teacher,  who  takes  time  five  days 
in  the  week  to  assign  lessons  to  from  thirty  to  sixty 
scholars.  This  is  expected  by  school  boards,  parents, 
and  the  pupils  themselves.  To  do  otherwise,  would 
be  considered  criminal.  How  important,  then,  that 
there  be  greater  care  in  directing  the  mind  of  each 
member  of  a  small  class  of  pupils  in  channels  of  reli- 
gious study  and  development.  The  principles  of  peda- 
gogy in  religious  education  are  the  same  as  those  ap- 
pHed  in  public  and  private  schools.  I  plead  for  sane, 
reasonable  methods  applied  in  this,  the  most  impor- 
tant work  of  all.  Of  course,  it  takes  time  and  care 
to  do  this,  but  it  pays  and  soon  shows  itself  in  the 
interest  and  splendid  work  on  the  part  of  the  pupils. 

Another  way  to  interest  the  pupil  in  the  study  of 
the  lesson  is  to  offer  rewards  and  prizes  for  attendance 
and  work  done.  When  there  is  no  goal  to  reach,  the 
boy  or  girl  is  not  so  much  concerned.  I  believe  a 
card,  showing  the  grade  of  work  done,  sent  home 
every  month,  would  be  a  stimulus.  Special  interest 
in  the  advancement  of  each  one  must  be  shown.  The 
teacher  should  not  fail  to  commend  for  good  work. 
When  a  child  needs  encouragement,  it  should  be  given. 
The  teacher  can  help  lighten  many  a  young  heart  and 
create  a  strong  desire  to  do  better  work  in  the  study 
of  the  lesson  and  in  living  the  life  of  Christ. 

143 


The  Sunday  School  in  Action 

Another  way  to  get  the  pupil  to  study  the  lesson 
is  to  plan  for  an  exhibition  of  the  work  done  by  the 
class  and  by  the  pupils  as  individuals.  This  can  be 
done  in  conjunction  with  an  entertainment  or  social 
and  will  create  personal  and  class  pride  which  has  in 
many  cases  a  marked  effect  in  the  interest  shown  in 
lesson  preparation.  Of  course,  if  old  methods  and  sys- 
tems are  to  be  pursued,  then  this  suggestion  is  of  no 
value.  But  pencil  and  handwork  is  one  of  the  ap- 
proaches to  the  soul  of  the  child.  It  draws  out  its 
interests,  it  gives  the  key  that  ofttimes  unlocks  the 
secret  approach  to  a  larger  and  better  life.  A  child 
loves  to  use  its  hands.  This  must  be  recognized  in  the 
work  of  the  Sunday  school  as  well  as  in  the  public 
school. 

Another  thing  that  has  proven  of  great  value  in 
aiding  the  pupil  to  prepare  his  lesson,  especially  above 
the  Junior  grade  is  class  organization.  Elect  officers, 
appoint  committees,  define  their  work  and  put  them  at 
work.  Organic  unity  is  a  big  expression,  but  it  means 
much  in  the  handling  of  the  Sunday-school  class  and 
in  the  inspiration  and  impetus  given  in  the  study  of  the 
lessons  and  the  work  which  at  first  seemed  difficult. 

I  close  the  chapter  with  this  thought,  that  the 
teacher  cannot  influence  his  pupils  to  study  their  les- 
sons unless  his  own  life  is  one  that  is  truly  Christian 
in  devotion  and  service.  Example  is  greater  than  pre- 
cept. Boys  and  girls  hate  shams,  but  show  great  re- 
spect for  sincerity  and  right  living.  A  teacher  of  this 
type  will  live  the  life  of  prayer  and  will  not  be  satisfied 
until  every  pupil  in  his  class  personally  accepts  Jesus 

144 


How  to  Get  Pupils  to  Study  the  Lesson 

Christ  as  his  Master  and  Lord.  He  will  pray  for 
each  one  by  name,  which  will  exert  a  holy  influence 
and  result  in  the  profoundest  regard  for  the  wishes 
and  demands  of  the  teacher. 

The  Sunday-school  teacher  who  sits  at  the  feet  of 
the  great  Master  Teacher  and  learns  the  deep  things 
of  God  and  his  way  of  approach  to  the  human  mind 
and  heart,  cannot  help  but  succeed  in  leading  his  pu- 
pils in  the  study  of  the  Word  which  gives  knowledge, 
life,  and  salvation  through  the  leadership  of  the  Holy 
Spirit. 

There  are  so  many  ways  by  which  the  children  and 
young  people  can  almost  unconsciously  be  made  to 
study  their  Sunday-school  lessons.  We  should  re- 
member that  it  takes  thoughtful  study,  intense  inter- 
est, tact,  and  much  prayer  on  the  part  of  the  teacher. 


145 


CHAPTER    XXIII. 

SHALL  THE  TEACHER  BE  PROMOTED? 

The  time  has  come  in  the  history  of  the  Sunday 
school  when  the  question  of  promoting  the  teacher 
with  the  class  from  one  department  to  another  is  an- 
swering itself. 

In  the  past  considerable  trouble  arose  because 
scholars  did  not  want  to  leave  their  teachers,  and 
teachers  refused  to  let  their  classes  go  without  going 
with  them.  Observation,  experience,  and  scholarship 
teaches  that  the  highest  efficiency  cannot  possibly  be 
reached  in  that  way. 

In  religious  education  there  should  be  as  great  care 
and  consideration  as  in  secular  education.  In  our  pub- 
lic schools  the  greatest  care  is  given  to  grading,  age, 
curriculum,  adaptation,  and  the  like.  The  courses 
from  the  kindergarten  through  to  the  end  of  the  high- 
school  period  are  arranged  in  harmony  with  the  age 
and  ability  of  the  pupil.  Teachers  especially  trained 
and  qualified  are  elected  for  the  different  grades.  In 
other  words,  a  public-school  teacher  must  be  a  spe- 
cialist. 

The  principles  of  religious  education  are  practi- 
cally the  same.  Then  why  not  as  rapidly  as  possibly 
carry  them  out  in  our  Sunday  schools  ?  We  should  by 
all  means  train  our  teachers  to  become  specialists  in 
departmental  work.  They  should  understand  that  they 
are  to  spare  no  thought,  energy,  and  time  in  qualifying 

146 


Shall  the  Teacher  be  Promoted^ 

themselves  for  the  particular  grade  in  which  they  are 
to  teach  and  there  remain.  If  this  is  done,  our  chil- 
dren and  young  people  will  receive  a  religious  training 
which  will  be  as  foundation  stones  well  laid,  upon 
which  future  character  can  stand  securely. 

Let  it  be  definitely  understood  that  when  a  child 
enters  a  class  in  any  department  of  the  Sunday  school, 
that  he  will  receive  definite  courses,  for  which,  if  mas- 
tered, he  will  receive  proper  recognition  and  be  given 
a  promotion  certificate,  and  so  on,  until  he  passes 
through  all  grades,  and  is  graduated  into  the  Adult 
Department.  Let  the  pupil  know  that  in  each  grade 
he  will  have  a  dififerent  teacher  who  knows  the  course 
to  be  taught.  In  this  way  much  trouble  and  worry 
will  be  avoided.  Spiritual  realities  should  be  taught 
as  harmoniously  and  worked  out  as  systematically  and 
carefully  as  the  things  of  time  and  sense.  This  done, 
our  children  will  receive  a  splendid  knowledge  of  the 
Bible,  of  other  reHgious  subjects,  of  themselves  and 
other  persons,  and  how  to  apply  these  teachings  to 
modern  life  as  well  as  to  save  the  soul  forever. 

The  work  of  the  teacher  should  be  so  thoroughly 
done  that  each  child  will  be  inspired  to  look  forward  to 
Promotion  Day.  This  day  should  be  so  planned  for, 
that  it  will  mean  a  help  to  the  entire  school.  Class 
and  departmental  spirit  on  the  part  of  the  pupils  will 
be  helpful  to  the  work.  Advancement  must  be  the 
keynote.  Pastor,  officers,  teachers,  and  parents  must 
unite  in  plan  and  purpose  to  see  that  this  work  is  done 
thoroughly  and  that  the  child  receives  a  constructive, 
religious  training. 

147 


CHAPTER  XXIV. 

TEACHING  TO  WORSHIP 

The  religious  instinct  in  the  individual  and  the  race 
is  natural.  One  of  the  ways  by  which  it  expresses 
itself  is  through  worship.  By  worship  I  mean,  "the 
feeling  or  the  act  of  religious  homage  toward  a  deity, 
especially  the  Supreme  God."  I  believe  it  is  the  work 
of  the  church  to  conserve  and  to  cultivate  this  instinct 
and  make  it  an  important  factor  in  the  life  and  char- 
acter of  its  members,  of  society.  When  there  is  dis- 
regard and  lack  of  feeling  for  Deity  there  will  be  a  lax 
and  vacillating  religious  spirit  and  conduct. 

The  place  to  begin  this  instruction  must  be  in  the 
home,  for  the  home  was  the  first  school  and  should 
retain  first  place  in  the  training  of  the  child  in  all  the 
basic  elements  of  character.  The  sad  fact  that  we  face 
in  our  home  life  is  the  lack  of  genuine  piety  and  re- 
gard for  holy  and  sacred  institutions.  Many  little 
ones  are  deprived  of  that  which  rightfully  belongs  to 
them  because  of  ungodly  and  profane  parents;  for 
them  the  flame  of  worship  and  devotion  is  snuffed  out 
in  early  years.  We  need  a  genuine  revival  of  family 
religion,  the  reconstruction  of  the  family  altar,  the 
getting  back  to  the  old  Jewish  idea  of  teaching  the 
children  in  the  home  the  things  of  God  and  of  daily 
duty.  I  believe  Jesus,  the  great  Master  Teacher  wants 
it  so.     Christianity  should  be  superior  in  this  respect. 

148 


Teaching  to   Worship 

The  wreckage  of  character  is  awful  because  of  the  fail- 
ure of  parents  in  this  line. 

The  Sunday  school  stands  next  to  the  home.  It 
should  largely  supplement  the  work  and  instruction  of 
the  home.  Like  the  old  synagogue  school,  it  is  the 
religious  training  school,  and  if  it  fails  to  unfold  and 
develop  the  instinct  for  worship,  it  is  a  failure  in  its 
work.  It  is  possible  to  have  religious  instruction  and 
yet  fail  in  distinctive  worship.  Cold  intellectualism 
without  warm  feeling  and  deep  and  profound  regard 
for  our  Heavenly  Father  makes  an  undeveloped  and 
unattractive  Christian.  Worship  and  its  meaning  must 
be  taught.  It  must  start  in  the  beginners'  class  and  be 
carried  through  every  department  of  the  organized 
Sunday  school. 

Think  of  the  many  different  kinds  of  children  from 
almost  as  many  different  kinds  of  homes,  many  from 
homes  where  the  little  evening  prayer,  "Now  I  lay 
me  down  to  sleep,"  is  scarcely  heard.  Yet  all  having 
the  same  religious  impulse  to  reach  out  to  the  Great 
Unseen,  who  is  just  as  real  as  they  are. 

Adoration,  thanksgiving,  prayer,  praise,  and  offer- 
ing enter  into  real  worship.  The  Sunday-school  super- 
intendent should  cultivate  these  elements  in  his  own 
life  and  experience.  He  can  do  this  by  the  daily  read- 
ing of  the  Bible  and  frequent  secret  communion  with 
God.  His  work  is  great  in  its  responsibility  and  pro- 
foundly sacred.     His  greatest  preparation  is  spiritual. 

He  should  aim  to  lead  his  entire  corps  of  officers 
and  teachers  into  the  same  state  of  mind  and  heart. 
This  puts  into  the  school   a  dynamic  which   uncon- 

149 


The  Sunday  School  in  Action 

sciously  exerts  a  mighty  influence  in  the  training  of 
children  in  holy  worship.  There  are  two  ways  by 
which  children  learn,  by  being  taught,  and  by  watch- 
ing others.  The  latter  carries  with  it  the  law  of  im- 
itation, which  is  active  and  mighty.  A  sane  and  rea- 
sonable regard  for  all  that  is  good,  and  above  all,  a 
profound  reverence  for  God  and  his  house  cannot  help 
but  exert  a  holy  influence  on  the  lives  of  young  people 
and  children. 

A  well-arranged  and  carefully-prepared  program, 
with  the  thought  of  worship  in  mind,  will  have  a 
healthful  effect.  Too  many  superintendents  enter  the 
Sunday-school  room  illy  prepared  and  flaunt  upon  the 
school  a  program  that  lacks  unity,  order,  and  progress. 
Simply  a  makeshift.  The  sooner  we  do  away  with 
this  way  of  doing  God's  greatest  work  in  the  church 
school,  the  better. 

How  plastic  young  minds  are.  How  susceptible 
to  early  impressions.  Childhood  and  youth  are  the 
periods  in  which  character  is  formed  and  fixed.  How 
careful  then  leaders  should  be  to  do  their  very  best. 
In  spite  of  all  our  millions  enrolled  in  our  Sunday 
schools  and  churches,  there  never  was  a  time  when 
there  was  such  a  growing  disregard  for  the  sanctity 
of  the  Bible,  the  Lord's  day,  the  church,  the  home. 
We  must  teach  true  worship  somewhere.  The  place 
where  we  can  reach  the  greatest  number  is  in  the  Sun- 
day school.  Teach  by  precept,  teach  by  example. 
Teach  to  worship,  teach  to  honor  God,  Christ,  the 
Holy  Spirit.     Teach  to  be  thankful,  to  be  benevolent 

150 


Teaching  to   Worship 

and  kind.     Teach  to  regard  with  great  sacredness  all 
that  God  is  and  all  that  he  has  created  and  is  creating. 

A  SUGGESTED  PROGRAM  FOR  THE  MAIN  SCHOOL. 
PART  ONE. 

Orchestra  or  piano  selection. 

Psalm  or  other  short  selection  of  Scripture  in  con- 
cert (school  standing). 

A  few  moments  of  silence. 

Invocation. 

Song. 

Responsive  reading  by  the  school. 

Prayer.  (Well  thought  out  beforehand,  with  the 
needs  of  the  community,  the  school,  and  other  inter- 
ests in  mind.) 

Song. 

Bible  Drill.  (Verses  of  Scripture  that  will  always 
help  in  Hfe's  work.) 

PART   TWO. 

State  object  of  the  school's  offering. 
Choice  Scripture  verses  on  the  grace  of  giving. 
Short  prayer  for  God's  blessing  on  the  gift  and 
the  giver. 
Offering. 
Class  record. 
Study  of  the  lesson  and  supplementary  work. 

PART   THREE. 

Orchestra  or  special  music. 
Announcements.     (Brief,  to  the  point.) 
Review  or  five  minutes  on  missions. 
151 


The  Sunday  School  in  Action 

Song.      . 

Closing   prayer.      (Followed   by   a    few    moments 
quiet.) 

School  entering  God's  house  for  worship. 

A   PRIMARY   PROGRAM. 

Arranged  by  Mrs.  Maud  J.  Baldwin. 
(Member  of  Elementary  Commission,  Interdenom- 
inational Council.) 

I.    OPENING    SERVICE    OF    WORSHIP. 

1.  Quiet  Music. 

2.  Exchange  of  Greetings.     "Good  afternoon  to 


you." 


3.     Scripture  Response. 

Superintendent — Whose  day  is  this? 
Children — This  is  the  day  which  the  Lord  hath 

made,  we  will  rejoice  and  be  glad  in  it. 
Supt. — What  does  God  say  about  this  day? 
Children — Remember  the  Sabbath  day  to  keep 

it  holy. 
Supt. — Tell  me  one  way  to  keep  it  holy. 
Children — (Sing) 

Enter  into  his  gates  with  thanksgiving. 

And  into  his  courts  with  praise. 

Be  thankful  unto  him  and  bless  his  name 

For  the  Lord  is  good.  (Carols.) 
Supt — How  do  you  feel  when  you  think  of 

coming  to  Sunday  school? 
Children — I  was  glad  when  they  said  unto  me, 

Let  us  go  into  the  house  of  the  Lord. 
Supt. — How  should  we  serve  the  Lord? 
152 


Teaching  to   Worship 

Children — Serve  the  Lord  with  gladness,  Come 
before  his  presence  with  singing. 

4.  Opening  Song: 
''Holy,  holy,  holy, 

Lord,  God  of  hosts, 
Heaven  and  earth  are  full  of  thee. 
Heaven  and  earth  are  praising  thee, 
O  Lord,  most  high." 

5.  Opening  Prayer,  followed  by  prayer  song, 
"Father,  we  thank  thee  for  the  night." 

II.  GENERAL  EXERCISES. 

1.  Welcome  to  new  scholars. 

"A  welcome  warm,  a  welcome  true,"  etc. 
(Carols.) 

2.  Prayer  for  Absentees. 

3.  Cradle  Roll  Prayer. 

4.  Birthday  Recognition. 

(a)  Offering. 

(b)  Prayer. 

(c)  Gift. 

(d)  Song — "Happy  birthday  to  you." 

5.  Offering  Service. 

(a)  Offering  brought  forward. 

(b)  Scripture. 

Supt. — From  whom  do  our  gifts  come? 
Pupils — Every  good   gift  and  every  perfect 

gift  is  from  above,  coming  down  from  the 

Father.     (Jas.  1:17.) 
153 


The  Sunday  School  in  Action 

Supt. — How  did  Jesus  say  we  might  give  to 

him? 
Pupils — Inasmuch  as  ye  have  done  it  unto 
one  of  the  least  of  these,  my  brethren,  ye 
have  done  it  unto  me. 
Supt. — What  kind  of  a  giver  does  God  love  ? 
Pupils — God  loveth  a  cheerful  giver. 
6.     Offering  Song. 

"Dear  Jesus,  our  offering  we  bring  thee 
And  ask  thy  blessing  to-day. 
Without  thee  our  gifts  can  do  little, 
O  make  them  of  service  we  pray. 

"Dear  Jesus,  we  children  would  give  thee 
Not  only  our  offerings  to-day. 
But  hearts  full  of  love  and  hands  willing 
Thy  teachings  each  day  to  obey." 

(Carols.) 

III.  SURPRISE  SERVICE. 

Missionary,  Temperance,  Nature  Story,  Patriotic. 

IV.  CLASS  WORK. 

1.  Attendance.    Offering. 

2.  Last  Sunday's  Story. 

3.  Hand  Work. 

4.  Teaching  New  Lesson. 

v.  CLOSING  SERVICE. 

1.  Song. 

2.  Memory  Verse  from  each  grade. 

3.  Qosing  Prayer. 

4.  Good-bye  Song. 

154 


Teaching  to   Worship 

"Sunday  school  is  over  for  another  day ; 
Hear  us  now,  dear  Jesus,  as  to  thee  we  pray. 
Through  the  week  be  with  us,  in  our  work  and 

play. 
Make  us  kind  and  loving.     Help  us  to  obey." 
Amen.     (Carols.) 
5.     Announcements. 

VI.  DISMISSAL. 

Wraps  put  on. 
Papers  distributed. 

PROGRAM  FOR  THE  JUNIORS. 

Prepared  by  Miss  Ida  M.  Koontz. 
(Member  of  Elementary  Commission,  Interdenom- 
inational Council.) 

1.  Quiet  music  and  chord  signal  for  rising. 

2.  Hymn:    "Morning  Praise"  or  "Safely  through 

Another  Week." 

3.  Bible  Prayer  by  the  boys  and  girls.    Ps.  31 :  3. 

4.  Scripture  lesson  in  unison,     (From  memory, 

such  as  Ps.  34:  100  or  150.) 

5.  Hymn:    "Holy,  Holy,  Holy"  or  "Come  Thou, 

Almighty  King." 

6.  All  repeat  the  words  of  Ps.  65 :  2  or  Ps.  18:3; 

145:18;  Jer.  29:12. 

7.  Prayer  by  the  superintendent. 

8.  Memory  hymn  or  special  song. 

9.  Offering  service.    W^hen  the  offering  is  brought 

to  the  front,  sing  "Offering  Prayer  Hymn"  or 
repeat  an  appropriate  Bible  verse  like  II.  Cor. 
9:7. 

155 


The  Sunday  School  in  Action 

10.  Suitable   recognition   of   birthday   pupils,   new 

pupils  and  visitors. 

11.  Flag  salutes — National  and  Christian,  or  Tem- 

perance Pledge. 

12.  Business :  announcements,  records,  and  reports 

of  total  attendance  and  offering.    Credits  and 
marking  of  Honor  Roll. 

13.  Bible  drill  (a  study  of  facts  about  the  Bible, 

books  of  the  Bible,  Bible  memory  work,  use 
of  the  Bible,  etc.) 

14.  Hymn :   ''Holy  Bible,  Book  Divine." 

15.  Prayer :  Ps.  119 :  18  or  34  or  73b. 

16.  Lesson   period.      (Review,   new   lesson,   hand- 

work, and  assignment). 

17.  Soft  music  to  close  lesson  on  time.    Chord  for 

rising.    All  repeat  the  Department  Motto : 
"Be  ye  doers  of  the  Word  and  not  hearers 
only." 

18.  Hymn :  "Jesus  Calls  Us  O'er  the  Tumult." 

19.  Distribution  of  papers.     Orderly  dismissal. 

The  program  should  be  adapted  to  the  depart- 
ments or  grades.  Superintendents  should  vary  the 
program  from  time  to  time.  Care  should  be  used  in 
selecting  hymns  of  the  highest  type,  hymns  that  will 
stir  the  deepest  emotions  of  the  soul  and  that  will  be- 
come part  of  the  child's  heritage  in  future  life.  The 
old  hymns  of  the  church  should  be  committed  to  mem- 
ory. Memory  work  should  be  emphasized.  Supple- 
mentary work  well  thought  out  is  necessary.  Prac- 
tical Christian  work  and  lesson  study  planned  for  thq 

156 


Teaching  to  Worship 

week  is  constructive  and  fixes  character  in  the  best 
things  of  life. 

What  a  rich  field,  what  a  noble  work,  what  a  tre- 
mendous task !  The  giving  of  our  children  and  young 
people  the  inspiration  and  foundation  to  live  the  Christ 
life,  to  bless  the  world,  and  to  establish  the  kingdom 
of  God. 


157 


CHAPTER    XXV. 

THE   INGATHERING— DECISION    DAY 

There  is  no  richer  field  in  the  church  for  definite 
evangelistic  work  than  the  Sunday  school.  No  pastor 
or  Sunday-school  worker  should  be  satisfied  until  ev- 
ery member  of  the  church  is  in  the  school  and  every 
member  of  the  school  is  in  the  church.  A  pastor  and 
superintendent  are  wise  who  "appoint  certain  days 
when  decisions  to  live  for  Christ  may  be  wisely  and 
strongly  urged."  Here  a  great  opportunity  is  afforded 
to  do  splendid  work  in  leading  precious  souls  to  Christ. 

IMPORTANT    STEPS. 

The  pastor  is  the  key  person.  He  should  counsel 
with  the  officers  and  teachers  of  the  Sunday  school 
as  to  the  opportunity,  the  time,  the  important  steps 
necessary,  the  goal  to  be  reached,  and  the  like,  impress- 
ing upon  them  the  necessity  of  reaching  every  pupil 
for  Christ. 

PRAYER. 

There  must  be  much  prayer.  Such  a  spiritual  at- 
mosphere must  be  created  that  every  worker  will  be- 
come anxious  to  be  a  soul-winner.  Prayer  is  one  of 
God's  chief  ways  of  preparation  for  evangelistic  en- 
deavor. It  clears  the  way,  impresses  duty,  and  helps 
touch  the  hearts  of  those  whom  we  wish  to  lead  to 
Christ. 

158 


Ingathering  or  Decision  Day 

SURVEY  OF  THE  SCHOOL. 

A  careful  survey  of  the  entire  school  above  the 
Junior  grade  should  be  made.  (Some  include  the 
Junior  grade.)  Every  teacher  should  know  and  be 
able  to  report  who  in  his  class  belongs  to  the  church 
and  who  does  not,  and  should  be  made  to  feel  that  he 
is  responsible  for  every  one  of  them,  and  must  not 
be  satisfied  until  every  one  accepts  Jesus  Christ  as  his 
personal  Savior. 

PLANS  ARE  NECESSARY. 

The  reason  more  souls  are  not  won  to  Christ  is 
because  of  ''slip-shod,  hap-hazard  methods."  If  De- 
cision Day  is  well  planned,  in  ample  time,  good  results 
are  sure  to  follow.  The  time  should  be  announced 
several  weeks  ahead  so  that  thought  and  prayer  may 
enter  into  it.  One  or  more  sermons  should  prepare 
the  way  for  the  parents  and  congregation.  Some  of 
the  prayer-meetings  should  be  directed  in  that  chan- 
nel. United  expectation,  properly  aroused,  cannot  help 
but  bring  victory.  The  day  should  be  announced 
openly  and  frankly  to  the  entire  school.  It  must  be 
impressed  in  such  a  sane,  natural  way  upon  the  schol- 
ars that  they  will  desire  to  confess  Christ  as  their 
Master  and  Lord.  A  week  of  well-planned  and 
prayerful  visitation  in  the  Sunday-school  homes,  in 
order  to  have  parents  interested  and  every  scholar 
present  on  the  day  announced,  is  absolutely  necessary. 

WHEN   THE  DAY  ARRIVES. 

When  the  day  arrives,  the  pastor  should  urge  all 
of  the  Sunday-school  workers  to  be  present  at  least 

159 


The  Sunday  School  in  Action 

thirty  minutes  before  the  opening  of  the  school  for 
a  special  meeting.  A  clear  presentation  of  the  plan 
of  procedure,  earnest  prayers  offered,  and  an  opti- 
mistic note  sounded  cannot  help  but  prepare  the  way 
for  the  best  results.  The  teachers  should  be  in  their 
places  at  least  five  minutes  before  the  opening  of 
the  session  of  the  school. 

THE  PROGRAM. 

The  entire  program  should  be  evangelistic.  Full 
of  feeling.  Aim  to  stir  the  emotions  to  the  depths,  but 
in  a  sane,  Christian  manner. 

THE   superintendent's   STATEMENT. 

The  superintendent's  statement  should  be  put  in 
such  a  way  that  expectancy  on  the  part  of  the  entire 
school  will  be  the  immediate  result.  He  should  speak 
of  the  great  work  of  the  school,  that  after  the  seed 
sowing,  we  must  naturally  expect  to  gather  the  harvest 

The  class  records  and  offerings,  the  announce- 
ments, and  everything  of  a  business  nature  should  be 
carefully  looked  after  and  gotten  out  of  the  way,  so 
that  nothing  will  in  any  way  sidetrack  the  one  great 
objective. 

KIND   OF   MUSIC. 

The  music  should  be  impressive,  only  the  best 
hymns  should  be  sung.  Those  that  will  produce 
thought  and  touch  the  tenderest  emotions.  The  old 
church  hymns  are  helpful,  such  as  "Nearer,  My  God, 
to  Thee,"  "Just  as  I  am,  Without  One  Plea,"  "Almost 
Persuaded,"    "Jesus   Paid    It   All."     Often    a    hymn 

160 


Ingathering  or  Decision  Day 

properly  sung  means  more  than  a  sermon  in  arousing 
the  will  to  a  definite  decision. 

THE    SUNDAY-SCHOOL    LESSON. 

The  lesson  should  not  be  taught  unless  it  fits  into 
the  day's  program.  Even  then  it  should  be  brief  and 
intensely  practical.  Every  officer,  teacher,  and  scholar 
should  be  impressed  with  the  great  importance  of  the 
occasion. 

LEADING  TO  DECISION 

It  is  a  splendid  thing  to  have  a  few  of  the  teachers 
offer  suitable  short  prayers,  being  asked  beforehand, 
thus  creating  proper  atmosphere  for  the  next  step. 
The  teachers  must  be  given  ample  time  to  present  the 
matter  to  each  of  their  classes  in  the  most  tender, 
tactful,  and  persuasive  manner  possible.  At  the 
proper  moment,  ask  for  an  expression  of  willingness 
to  forsake  sin  and  confess  Jesus  Christ  as  Savior.  It 
is  a  good  thing  to  have  an  acknowledgment  card  as  a 
matter  of  record.  I  like  a  triple,  perforated  card  for 
this  purpose,  which  gives  an  opportunity  for  every 
scholar  to  take  a  forward  step  in  the  Christian  life. 
The  card  I  recommend  is  as  follows : 


lol 


The  Sunday  School  in  Action 


I  AM  NOT  A  CHRISTIAN. 

I  would  like  to  become  a  Christian.  I  am  will- 
ing this  day  to  confess  and  forsake  my  sins  and 
begin  the  Christian  life. 

Name 

Address 

Class 


I  AM  A  CHRISTIAN  BUT  NOT  A  CHURCH 
MEMBER. 

I  have  been  trying  to  live  a  Christian  life.  I 
feel  the  need  of  uniting  with  the  church.  Con- 
sider me  an  applicant  for  church  membership. 

Name 

Address 

Class 


I  AM  A  CHURCH  MEMBER. 

I  feel  the  need  of  a  fuller  consecration  and 
desire  this  day  to  enter  into  a  deeper  spiritual  life, 
and  become  more  faithful  in  my  Christian  duties. 

Name 

Address 

Class 


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Ingathering  or  Decision  Day 

These  cards,  with  pencils,  must  be  suppHed  in  the 
meeting  of  the  officers  and  teachers  before  the  Sunday- 
school  session. 

WHERE  THE   PASTOR   STEPS  IN. 

Here  the  pastor  steps  in,  if  he  can  be  present.  If 
not,  then  the  chief  superintendent.  After  a  proper 
hymn,  a  tender  but  strong  plea  should  be  given,  asking 
all  those  who  are  willing  to  forsake  sin  and  accept 
Jesus  as  their  Savior  and  Lord,  to  arise  and  confess 
him.  Following  this,  a  request  should  be  made  for  all 
such  to  gather  about  the  altar  of  prayer  with  their 
teachers  for  a  special  service  of  dedication  and  con- 
secration, or  in  a  separate  room  suitable  for  such  a 
purpose.  In  this  way  the  breaking  away  is  such  and 
the  impression  so  deep  that  it  gives  fixedness  of  pur- 
pose and  an  assurance  of  God's  precious  promise  ful- 
filled in  forgiveness. 

CONSERVING  THE  RESULTS. 

Decision  Day  is  over.  Glorious  results  have  been 
recorded.  Many  of  the  pupils  have  accepted  Jesus  as 
their  Master  and  Lord,  and  have  promised  to  give 
him  a  life  of  service,  but  the  work  of  grace  in  their 
lives  has  only  begun.  The  chief  thing  now  is  to  guard 
them  from  any  backward  step  by  means  of  protection, 
direction,  instruction,  and  action. 

PROPER    ENVIRONMENT. 

The  young  Christian  needs  proper  environment. 
Every  precaution  should  be  used  to  make  him  feel  the 
warmth  and  attraction  of  Christian  influences.     The 

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The  Sunday  School  in  Action 

pastor,  church  member,  Sunday-school  worker,  and 
parents  must  co-operate  in  this  protective  process. 
Frequent  recognition  and  attention  on  the  part  of  the 
pastor,  interest  and  cordiaHty  shown  by  the  church 
members,  a  deep  concern  expressed  in  a  natural  way 
by  the  Sunday-school  superintendent  and  teacher,  and 
a  careful  guarding  by  the  parents  of  every  avenue  of 
sin's  approach  cannot  help  but  add  strength  and  give 
courage  to  do  the  right. 

PROPER    GUIDANCE. 

There  must  be  direction,  proper  guidance.  The 
young  convert  is  like  a  babe  just  learning  to  walk. 
He  is  ignorant  of  his  own  weaknesses  and  inability  to 
take  firm,  steady,  successive  steps  w^ithout  falling.  He 
needs  to  be  guided  over  the  rough  places  and  protected 
from  pitfalls.  He  dare  not  walk  alone  at  great  dis- 
tances. Too  many  after  a  great  revival  or  a  splendid 
Decision  Day  have  been  allowed  to  go  alone.  The  re- 
sult of  which  has  been  spiritual  loss,  and  frequently, 
the  loss  of  the  individual  to  the  kingdom  of  God  and  a 
useful,  Christian  life. 

RIGPIT    INSTRUCTION. 

There  must  be  instruction.  The  Bible  teaches  that 
the  Christian  must  grow  in  grace  and  the  knowledge 
of  the  Lord.  Jesus  said  to  Peter,  'Teed  my  lambs." 
Feeling  too  often  has  been  over  emphasized  to  the 
detriment  of  religious  instruction  and  mental  growth. 
The  word  "teach"  is  often  used  in  both  the  Old  and 
New  Testaments.  The  church  is  wise  that  performs 
its  teaching  function  carefully  and  well.     The  follow- 

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Ingathering  or  Decision  Day 

ing  are  some  simple  but  helpful  methods  which  can  be 
successfully  used  in  training  the  convert. 

converts'  meetings. 
Special  preparation  on  the  part  of  leaders  must  be 
made  for  such  meetings.  If  carried  on  without  plan 
or  purpose,  failure  can  be  written  in  advance.  Care- 
fully selected  hymns  and  Scripture,  prayers  well 
thought  out,  and  talks  brief  but  clear,  simple,  and  in- 
structive are  necessary. 

THE   convert's   PART. 

The  part  that  the  convert  takes  must  be  carefully 
directed  without  force  or  embarrassment.  He  must 
be  taught  to  pray.  A  splendid  way  is  by  asking  him 
to  follow  the  leader  by  repeating  a  prayer  or  prayers 
well  chosen  in  language  and  adapted  to  his  needs. 
Other  little  exercises  may  be  carried  out  in  which  he 
can  participate.  The  learning  of  choice  Scriptural 
selections  and  standard  hymns,  giving  expression  in 
verbal  testimony  and  the  cultivation  of  real  worship, 
all  mean  added  strength  and  culture.  These  convert 
meetings  must  be  so  planned  and  the  content  of  the 
program  be  made  so  rich  and  helpful  that  the  young 
Christian  will  have  no  desire  to  follow  any  other  life. 

class  instruction. 
A  series  of  well-prepared,  related  lessons  in  reli- 
gion is  necessary.  The  pastor  may  outline  his  own 
courses  of  lessons,  based  on  the  Scriptures,  or  he  can 
secure  courses  prepared  for  such  work.  The  church's 
own  catechism  or  one  of  a  general  nature  may  be  used, 

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The  Sunday  School  in  Action 

such  as  Schaff's  "Shorter  Catechism"  or  "Christian 
Teachings"  by  W.  J.  Mutch.  There  are  also  many 
other  helpful  books  for  this  work.  Instruction  in  the 
cardinal  teachings  of  the  Bible,  in  the  historv^,  gov- 
ernment, and  teachings  of  the  church,  in  personal 
religion,  also  instruction  showing  how  to  relate  one's 
self  to  the  great  interests  of  Christ's  kingdom  among 
men,  are  essential  to  a  permanent  establishment  in 
Christian  faith  and  conduct.  Intelligence  in  one's 
religious  experience  and  practice  is  necessary. 

HOME    INSTRUCTION. 

Paul  makes  it  plain  that  "If  any  provideth  not  for 
his  own,  and  especially  his  own  household,  he  hath  de- 
nied the  faith,  and  is  worse  than  an  unbeliever."  The 
home  comes  first  in  the  life  of  every  individual.  The 
child  that  has  a  Christian  home  has  superior  advan- 
tages. Godly  parents  exert  a  mighty  influence  for 
good  through  heredity,  example,  and  precept.  The 
family  altar,  the  blessing  at  the  table,  religious  in- 
struction, and  above  all,  the  holy  life,  help  make  the 
home  the  great  force  in  conserving  the  results  of  De- 
cision Day  as  well  as  conserving  the  life  and  Chris- 
tian character  of  the  young  convert. 

ACTION. 

This  means  work.  By  all  means,  the  young  con- 
vert should  unite  with  the  church  and  become  a  mem- 
ber of  the  visible  body  of  Christ.  This  gives  new  in- 
terest and  purpose.  The  church  must  recognize  him 
and  give  him  something  to  do  which  is  a  strong 
factor   in   conserving   his   spiritual   life.      The   public 

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Ingathering  or  Decision  Day 

school  outlines  its  work,  business  in  its  various  forms 
outlines  its  activities.  Why  should  not  the  church 
have  a  definite  program  for  its  entire  membership  and 
give  especial  attention  to  its  new  recruits?  Exercise 
is  the  law  of  growth  and  development.  There  are  so 
many  things  that  boys  and  girls  can  do  for  the  Mas- 
ter. They  can  participate  in  the  many  activities  of 
congregational  life  as  well  as  in  those  found  in  the 
various  organizations  of  the  church,  such  as  the  Sun- 
day school  and  Christian  Endeavor,  which  are  for  re- 
ligious culture  and  growth,  and  above  all,  for  the  ex- 
tension of  the  kingdom  in  the  community  and  the 
world. 

THE  SOCIAL   SIDE  OF  LIFE. 

Emphasis  should  also  be  given  to  the  social  side  of 
the  young  convert's  Hfe.  Here  the  church  has  often 
failed.  Many  public  speakers  have  railed  against  ex- 
isting social  evils  among  the  youth,  but  have  offered  no 
substitute.  The  church  must  be  a  social  center  as 
well  as  a  spiritual  agency.  The  social  impulse  of  the 
youth  must  be  recognized  and  a  place  for  it  be  given 
in  the  program  of  religious  education,  hence,  the  value 
of  socials,  entertainments,  amusements,  etc.,  of  a  clean 
and  upUfting  character  under  proper  environment. 
All  these  have  a  religious,  educational  value  and  will 
help  round  out  true  manhood  and  womanhood  for 
Christ  and  the  church. 

I  plead  for  our  childhood  and  youth,  those  who  are 
tender  and  impressionable,  those  whom  God  has  given 
to  us  to  teach  and  lead  for  him,  those  who  have  simple 

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The  Sunday  School  in  Action 

faith,  in  whom  heaven  is  mightily  concerned,  and  who 
can  be  made  to  become  the  great  leaders  of  his  church 
and  kingdom.  ( Isaiah  11:6)  "And  a  little  child  shall 
lead  them." 

"Oh,  the  trusting,  sweet  confiding 
Of  the  child  heart !    Would  that  I 
Thus  might  trust  my  Heavenly  Father, 
He  who  hears  my  feeblest  cry." 


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CHAPTER    XXVI. 

SPECIAL  DAYS 

One  of  the  things  that  has  made  the  Sunday-school 
work  in  recent  years  go  forward  with  leaps  and 
bounds  numerically,  has  been  the  almost  universal  ob- 
servance of  special  days,  especially  the  great  festal 
days  of  the  church  year.  Ofttimes  a  mistake  is  made 
by  laying  undue  emphasis  on  these  special  occasions 
and  neglecting  the  work  at  other  times.  Their  observ- 
ance should  have  an  educational  value  and  mean  an 
inspiration,  an  uplift,  a  rallying  of  all  the  forces  in  a 
united  effort  for  the  upbuilding  of  the  school  and  the 
advancement  of  Christ's  kingdom.  I  desire  in  this 
chapter  simply  to  give  the  name  and  object  of  special 
days,  also  to  make  a  few  helpful  suggestions,  leaving 
it  to  the  Sunday-school  leaders  to  work  out  their  own 
plans  and  programs. 

A  SPECIAL  DAY   COMMITTEE. 

One  of  the  best  ways  to  make  the  most  of  these 
days  is  to  appoint  a  standing  committee  of  at  least 
three  well-selected  persons  at  the  beginning  of  the 
Sunday-school  year,  whose  business  is  to  assist  the 
superintendent  and  his  assistants  in  this  important 
work.  A  schedule  should  be  mapped  out  ahead  and 
every  special  day  or  occasion  so  planned  as  to  make  it 
count  greatly  in  the  creation  of  interest,  enthusiasm, 
increased  activity  and  attendance. 

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SOME  DAYS  TO  BE  OBSERVED. 

New  Year. 

Palm  Sunday. 

Easter. 

Mother's  Day. 

Children's  Day. 

Patriotic  or  Flag  Day. 

Rally  Day. 

Promotion  or  Graduation  Day. 

Installation  Day. 

Thanksgiving  or  Harvest  Home. 

Christmas. 

Decision  Day. 

Other  days  may  be  observed  that  will  help  create 
interest,  such  as  Men  and  Boys'  Day,  Women  and 
Girls'  Day,  Bible  Day,  Roll  Call  Day,  and  Visitors' 
Day. 

New  Year's  Day.  This  day  should  be  observed  in 
the  most  suitable  and  commodious  place,  such  as  the 
parish  house  or  the  church.  The  decorations,  pro- 
gram, and  reception  should  all  bear  the  aspect  and 
atmosphere  of  a  "Happy  New  Year."  If  the  school 
is  small,  every  department  might  be  represented,  in- 
cluding the  Cradle  Roll  and  Home  Department.  Light 
refreshments  served  and  a  good  time  and  wxU  wishes 
for  all.  If  the  school  is  very  large,  then  arrangements 
should  be  made  for  the  children  in  the  afternoon  and 
the  young  people  and  adults  in  the  evening. 

Pahn  Sunday.  This  day  which  marks  the  triumph- 
ant entry  of  Jesus  into  the  Holy  City,  is  almost  uni- 
versally observed  in  some  way  by  the  Sunday  schools 

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special  Days 

of  the  world.  Ofttimes  special  musical  programs  are 
given,  and  a  short  talk  from  the  platform.  Some 
schools  give  a  small  palm  branch  to  every  one  present 
as  a  souvenir  or  keepsake.  This  day  should  be  helpful 
as  a  forerunner  to  Easter,  on  the  following  Sunday. 

Easter,  which  comes  in  early  spring  should  be 
made  much  of  by  the  church  through  the  Sunday 
school  in  an  educational  way.  It  is  the  great  festal 
day  of  hope  to  all.  The  day  which  celebrates  the 
resurrection  of  our  Lord.  Our  children  must  be 
taught  to  regard  it  as  a  day  of  deepest  emotion  and 
loftiest  thoughts  because  of  its  wonderful  significance. 
Its  observance  in  the  Sunday  school  should  be  of  the 
most  exalted  type  in  devotion  and  in  the  lesson  taught. 
Everything  should  radiate  with  the  hope  of  the  res- 
urrection. 

Mothers'  Day.  This  day  had  its  origin  "in  the 
loyal  heart  of  Miss  Anna  Jarvis,  of  Philadelphia,  in 
connection  with  the  desire  to  commemorate  the  anni- 
versary of  her  own  mother's  home-going  in  1906. 

"It  occurred  to  her  that  in  this  connection  it  would 
be  a  lovely  tribute  to  motherhood  if  all  persons,  upon 
a  certain  day  would  wear  a  white  flower,  preferably 
a  carnation,  and  thus  make  the  recognition  universal. 
In  two  years  the  idea  spread  over  North  America  and 
through  other  lands.  The  second  Sunday  in  May  was 
proposed  as  Mothers'  Day  when  universal  motherhood 
should  be  honored  everywhere,  and  the  wearing  of  the 
white  blossom  be  a  token  of  love  and  loyalty  to  the 
living  and  of  perpetual  remembrance  of  those  called 
higher. 

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The  Sunday  School  in  Action 

'Those  absent  from  home  upon  the  day  are  ex- 
pected to  write  to  mother,  send  a  telegram  or  tele- 
phone message,  or  in  some  way  keep  the  occasion  with 
special  filial  observance. 

"In  some  American  cities,  it  is  reported  the  mayors 
have  taken  cognizance  of  the  day,  commending  by 
proclamation  the  general  celebration  thereof."  (Julia 
H.  Johnston). 

Many  churches  and  Sunday  schools  observe  this 
day  with  a  splendid  program  which  helps  to  uplift 
and  inspire  to  higher  ideals  concerning  motherhood. 
The  white  carnation  is  "Mothers'  Day  Flower."  "Its 
whiteness  stands  for  purity ;  its  form,  beauty ;  its 
fragrance,  love;  its  wide  field  of  growth,  charity;  its 
lasting  qualities,  faithfulness — all  a  true  mother's  vir- 
tues." 

Children's  Day  is  observed  as  a  rule  on  the  first 
or  second  Sunday  in  June.  This  time  is  chosen  be- 
cause of  the  abundance  of  flowers.  It  is  the  out- 
growth of  a  strong  feeling  of  the  importance  and  value 
of  childhood.  It  is  a  day  given  over  to  the  thought 
and  happiness  of  the  little  ones.  The  sermon  by  the 
pastor,  the  program  in  the  Sunday  school  or  special 
exercises  for  the  day  are  full  of  child  thought  and  joy. 
The  program  varies  according  to  local  conditions.  It 
usually  consists  of  music,  mostly  singing,  recitations, 
declamations,  dialogues,  and  various  exercises  includ- 
ing responsive  reading,  prayer,  and  short  address  by 
the  pastor  or  superintendent.  The  church  should  be 
tastily  decorated,  the  pupils  should  be  asked  to  bring 
flowers  tc  be  distributed  to  the  sick.     Plans   should 

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special  Days 

also  be  made  for  a  liberal  free-will  offering  for  Sun- 
day-school missions  or  some  form  of  general  benev- 
olences which  will  mean  the  promotion  of  Sunday 
work  in  destitute  and  needy  places. 

Patriotic  or  Flag  Day  is  quite  universally  observed 
in  the  Sunday  schools  of  our  country,  mostly  on  the 
Sunday  preceding  the  Fourth  of  July.  The  program, 
anouncements,  invitations,  and  decorations  should  all 
have  a  patriotic  air  and  emphasis.  The  great  patriotic 
songs  should  be  sung,  such  as  "America"  and  "The 
Star-Spangled  Banner.''  Along  with  the  national  flag 
should  be  linked  the  Conquest-Christian  flag  which  has 
on  it  the  cross  and  the  words,  "By  This  Sign  We  Con- 
quer." I  have  seen  Sunday-school  rooms  and  churches 
tastily  decorated  with  bunting  and  numerous  flags. 
When  "The  Star  Spangled  Banner"  is  sung,  it  is  a 
splendid  thing  to  have  the  entire  school  arise  and 
repeat  this  pledge  to  the  national  flag:  "I  pledge  alle- 
giance to  this  flag,  and  to  the  repubHc  for  which  it 
stands;  one  nation;  indivisible,  with  liberty  and  justice 
for  all." 

A  souvenir  given  on  this  day  such  as  a  patriotic 
button  or  miniature  flag,  adds  much  to  the  spirit  of  the 
occasion.  The  day  is  of  untold  value  because  of  its 
impressive  lessons  in  patriotism. 

Rally  and  Promotion  Day  is  usually  observed  the 
last  Sunday  in  September,  which  immediately  follows 
the  return  of  the  pupils  from  their  summer  vacation 
and  the  opening  of  the  public  schools ;  also  preceding 
the  beginning  of  a  new  year's  work  in  Sunday-school 
lesson  study.     Promotion  and  Graduation  Day  may  be 

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The  Sunday  School  in  Action 

nicely  combined  with  this  service,  when  the  pupils  are 
promoted  with  special  recognition  and  impressive  serv- 
ice from  one  grade  to  another  and  graduated  from  one 
department  to  another.  The  following  suggestions 
might  help  in  preparing  for  Rally  and  Graduation  Day. 

1.  A  meeting  of  all  the  officers  and  teachers  to 
discuss  plans. 

2.  Communicate  with  every  member  of  the  school 
both  by  mail  and  visitation. 

3.  Have  every  teacher  look  after  the  absentees  of 
his  class. 

4.  Take  a  complete  survey  of  the  community 
with  a  view  to  enlisting  families  which  are  not  identi- 
fied with  any  school. 

5.  Use  plenty  of  printed  matter  in  advertising  the 
day. 

6.  Aim  to  increase  the  enrollment  of  the  school 
by  working  toward  a  definite  goal. 

7.  Arrange  a  strong,  interesting  program. 

8.  Appoint  a  cheerful,  sociable  bunch  of  persons 
on  the  welcome  committee  to  give  a  word  of  greeting 
and  hand-shake  at  the  door. 

9.  An  inexpensive  souvenir  might  add  interest  to 
the  occasion. 

10.  Plan  for  the  whole  school  to  attend  public 
worship  and  have  the  minister  preach  a  short  sermon, 
suitable  for  the  occasion. 

11.  Be  sure  to  have  a  meeting  of  the  officers  and 
teachers  from  twenty  to  thirty  minutes  before  the 
Sunday-school  hour,  for  meditation  and  prayer. 

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special  Days 

12.  Expect  victory.  Have  as  your  motto,  "Plan 
great  things  for  God ;  expect  great  things  from  God." 

Thanksgiving  or  Harvest  Home  Day,  which  comes 
in  autumn,  when  the  fruits,  vegetables,  and  grains  are 
being  stored  for  the  winter,  can  be  made  a  glorious 
occasion  and  be  made  to  mean  much  in  cultivating  the 
spirit  of  gratitude  in  the  heart  of  every  pupil.  Fruits, 
grains,  vegetables,  and  flowers  brought  by  members  of 
the  school  make  suitable  decorations  for  the  church 
and  Sunday-school  rooms.  Afterwards  these  should 
be  distributed  to  needy  families.  Cheerful  mottoes 
also  add  to  the  occasion..  Thanksgiving  music,  suit- 
able exercises  by  the  children,  and  the  reading  of  the 
national  Thanksgiving  Proclamation,  make  the  day  full 
of  meaning  and  helpfulness.  The  church  services  for 
the  entire  day  should  be  full  of  thanksgiving. 

Christmas  is  a  festal  day  observed  universally.  It 
is  the  greatest  day  of  the  year  for  the  children  and  is 
anxiously  awaited  for.  It  commemorates  the  birthday 
of  our  Lord  and  Savior.  Preparation  for  its  observ- 
ance should  have  the  most  careful  thought  and  plans. 
The  aim  should  be  to  instill  into  the  minds  of  the 
pupils  the  true  Christmas  idea  and  spirit,  also  to  give 
them  a  good  time.  Here  is  an  opportunity  to  build  up 
a  strong,  inviting,  inspiring  program  and  invite  the 
whole  community  to  be  present.  The  best  time  for  its 
observance  is  at  twilight  the  evening  before  Christmas. 
The  little  tots  should  have  a  large  share  in  this  pro- 
gram. A  Christmas  tree,  beautifully  decorated,  adds 
much  to  the  occasion. 

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The  Sunday  School  in  Action 

Most  schools  give  small  gifts  to  the  pupils  at  this 
season.  The  best  time  for  this  is  on  an  afternoon  dur- 
ing the  week  when  the  children  can  come  together  with 
their  teachers  and  have  a  short  program  and  have  a 
jolly  good  time.  Some  schools  ask  each  pupil  to  bring 
one  or  more  gifts,  such  as  toys,  candies,  fruit,  clothing, 
and  the  like  to  be  distributed  among  the  needy  children 
of  the  community  or  to  be  sent  to  some  worthy  insti- 
tution. Thus  a  double  blessing  is  given.  To  those 
who  give  and  to  those  who  receive.  "The  White 
Gift"  idea  has  become  quite  prevalent.  Every  gift 
for  the  King  in  white,  emblem  of  purity.  The  effect 
is  pleasing  and  inspiring.  Christmas  can  also  be  made 
a  time  to  express  good  will  by  giving  a  liberal  free- 
will offering  to  some  needy  benevolent  cause,  such  as 
an  orphanage  or  old  people's  home.  John  3 :  16  should 
be  impressed  anew  at  this  time  upon  the  minds  of  all. 

Decision  Day.  This  is  the  real  ingathering  day  of 
the  Sunday-school  year  and  should  be  looked  forward 
to  with  earnest  prayer,  careful  thought,  and  planning. 
It  is  the  day  when  superintendents  and  teachers  reap 
the  spiritual  harvest  from  their  sowing,  the  leading 
of  their  pupils  to  a  definite  decision  to  accept  Jesus 
Christ  as  the  Lord  and  Savior  of  their  lives.  This  day 
t>hould  be  held  at  a  time  best  adapted  for  the  school 
and  should  mean  much  to  every  member  of  the  school 
in  the  way  of  a  spiritual  uplift.  (An  entire  chapter 
has  already  been  devoted  to  this  subject.) 

OTHER  DAYS. 

I  have  mentioned  in  the  foregoing  the  observation 
of  such  days  as  I  think  would  be  most  helpful  in  Sun- 

176 


special  Days 

day-school  work.  Lest  we  be  overburdened  with  spe- 
cial days,  I  mention  only  a  few  more  which  have  added 
increased  interest  and  growth,  namely,  Men  and  Boys' 
Day,  when  an  entire  session  is  given  in  the  interests 
of  the  male  portion  of  the  school  with  preparation  be- 
forehand to  have  a  good  attendance ;  also  a  Women 
and  Girls'  Day  with  the  same  object  in  view.  These 
days  ofttimes  have  created  a  healthful  rivalry  between 
the  sexes  and  have  resulted  in  great  good. 

Bible  Day  makes  an  interesting  occasion,  when  all 
who  are  old  enough  to  read  are  asked  to  bring  a  Bible, 
the  number  for  each  class  and  in  total  to  be  reported 
by  the  secretary. 

Roll  Call  Day  can  be  easily  observed  by  each 
teacher  calling  the  roll  of  his  class  by  name,  reporting 
number  present  and  number  absent,  each  class  to  be 
reported  by  the  secretary  to  the  school.  All  pupils 
should  be  notified  of  the  roll  call  ahead  of  time. 

Visitor  s  Day  has  proven  a  great  Sunday-school 
builder.  A  period  of  weeks  is  set  apart  for  an  increase 
campaign  in  the  form  of  well-planned  visitation  work. 
Every  family  in  the  church  and  Sunday  school  and 
those  not  in  any  church  or  Sunday  school  should  be 
tactfully  visited  and  invited  to  attend  the  school  or 
at  least  be  present  on  Visitors'  Day,  which  is  the  cul- 
mination of  this  period,  the  regular  session  to  be  held 
in  all  of  the  departments  of  the  Sunday  school.  All 
visitors  are  cordially  welcomed  and  placed  in  classes, 
and  at  the  proper  time,  asked  to  enroll  with  the  school. 
If   they   will   not   enroll,   their  names   and   addresses 

177 


The  Sunday  School  in  Action 

should  be  preserved  and  they  should  be  kindly  invited 
to  come  again. 

Sunday-school  contests  sometimes  are  carried  on  to 
an  advantage  in  increasing  attendance  and  adding  new 
scholars,  but  are  not  commended  as  the  best  methods 
to  build  up  a  strong  and  permanent  school. 

Installation  Day  is  important  and  should  be  ob- 
served by  every  Sunday  school.  On  this  day  services 
should  be  planned  for  the  purpose  of  inducting  into 
office  the  newly-elected  officers  and  teachers  of  the 
Sunday  school,  as  well  as  those  re-elected.  It  is  very 
necessary  that  religious  leaders  and  teachers  be  seri- 
ously impressed  with  the  importance  and  value  of  the 
work  they  are  called  upon  by  the  church  to  do. 

The  following  services  are  suggestive: 

SERVICE   NO.    I. 

This  service  generally  follows  a  brief  study  of  the 
Sunday-school  lesson.  All  departments  are  gathered 
into  the  assembly  room. 

Program. 

Orchestra  or   instrument  played  softly  as  school 
gathers. 
Hymn. 
Prayer. 

Special  Music. 
Short  address  by  the  pastor. 
Reading  names  of  new  officers  and  teachers. 

178 


special  Days 

Installation  Service. 
(Officers  and  teachers  standing.) 
Pastor.  "And  we  have  some  to  be  apostles;  and 
some,  prophets;  and  some,  evangeHsts ;  and  some, 
pastors  and  teachers ;  for  the  perfecting  of  the  saints, 
unto  the  work  of  ministering,  unto  the  building  up  of 
the  body  of  Christ."     Eph.  4:11,  12. 

''Give  diligence  to  present  thyself  approved  unto 
God,  a  workman  that  needeth  not  to  be  ashamed,  hand- 
ling aright  the  word  of  truth."  II.  Tim.  2:  15. 

Officers  and  Teachers.  "Show  me  thy  ways,  O 
Jehovah;  teach  me  thy  paths;  guide  me  in  thy  truth 
and  teach  me ;  for  thou  art  the  God  of  my  salvation ;  for 
thee  do  I  wait  all  the  day."    Ps.  25  :  4,  5. 

Pastor.  "Be  thou  an  ensample  to  them  that  be- 
lieve, in  word,  in  manner  of  life,  in  love,  in  faith,  in 
purity.  Till  I  come,  give  heed  to  reading,  to  exhorta- 
tion, to  teaching."    I.  Tim.  4:  12,  13. 

Officers  and  Teachers.  "With  my  whole  heart 
have  I  sought  thee.  Oh  let  me  not  wander  from  thy 
commandments.  Thy  word  have  I  laid  up  in  my  heart, 
that  I  might  not  sin  against  thee.  Blessed  art  thou,  O 
Jehovah;  teach  me  thy  statutes."  Psalm  119,  10-12. 
Pastor.  "They  that  sow  in  tears  shall  reap  in  joy. 
He  that  goeth  forth  and  weepeth  bearing  seed  for  sow- 
mg,  shall  doubtless  come  again  with  joy,  bringing  his 
sheaves  with  him."    Psalm  126:   5,  6. 

Officers  and  Teachers.  "But  thanks  be  to  God, 
who  giveth  us  the  victory  through  our  Lord  Jesus 
Christ."    I.  Cor.  15:57. 

179 


The  Sunday  School  in  Action 

School  (standing).  ''Rejoice  in  the  Lord  always; 
again  I  will  say  rejoice.  Let  your  forbearance  be 
known  unto  all  men.  The  Lord  is  at  hand.  In  noth- 
ing be  anxious;  but  in  everything  by  prayer  and  sup- 
plication with  thanksgiving  let  your  requests  be  made 
known  unto  God.  And  the  peace  of  God,  which  pass- 
eth  all  understanding,  shall  guard  your  hearts  and 
thoughts  in  Christ  Jesus."    Phil.  4:4-7. 

Pastor.  What  covenant  do  you  make  this  day  that 
you  will  conscientiously  and  faithfully  perform  your 
duties  in  the  position  to  which  you  have  been  called  ? 

Worker s  Cozenant. 
Feeling  that  I  cannot  undertake  this  im- 
portant work  in  my  own  strength,  I  do  here 
and  now  covenant  with  God  through  Jesus 
Christ,  my  Lord  and  Great  Teacher,  that  I 
will  trust  in  him  for  all  needed  wisdom  and 
strength.  I  also  promise  him  and  his  church 
that  I  will  be  faithful,  so  far  as  I  am  able,  to 
all  my  known  duties  as  a  worker  in  this  Sun- 
day school;  that  I  will  practice  the  prayer 
life  and  be  a  student  not  only  of  the  Bible, 
but  of  the  pupil,  the  lesson,  and  best  methods 
in  Sunday-school  work;  that  I  will  be  loyal 
to  the  established  rules  of  the  school  and  will 
earnestly  seek  both  by  example  and  precept 
the  salvation  of  the  scholars  and  the  advance- 
ment and  harmony  of  the  school  in  all  of  its 
departments  and  work. 
180 


special  Days 

Pastor.  I  hereby  declare  you  to  be  duly  installed 
as  the  officers  and  teachers  of  this  school,  and  charge 
you  to  be  faithful  to  every  duty  in  the  name  of  the 
P'ather,  the  Son,  and  the  Holy  Ghost. 

Brief  Consecratory  Prayer. 

Closing  Hymn. 

Aaronic  Benediction. 

SERVICE  NO.  II. 

(Suitable  for  Small  School,  or  when  Entire  School  is 
in  Same  Room.) 
All    Sunday-school    workers    present    ten   minutes 
before  opening  of  the  school. 

Part  I. 
Organ  or  orchestra  prelude. 
Hymn. 

Twenty-third  Psalm  in  concert.   (School  standing.) 
Lord's  Prayer. 
Hymn. 

Responsive  Scripture  reading. 
Prayer. 

Part  II. 
Announcements. 
Hymn. 

Records  and  offering. 
Twenty  minutes'  study  of  lesson. 

Part  III. 
Installation  Service. 
Announcement  of  names  of  newly-elected  officers 
and  teachers. 

Remarks  by  pastor. 

181 


The  Sunday  School  in  Action 

Responsive  reading. 

Pastor.  'They  that  are  wise  shall  shine  as  the 
brightness  of  the  firmament;  and  they  that  turn  many 
to  righteousness  as  the  stars  forever  and  ever."  Dan. 
12:3. 

Officers  and  Teachers.  "The  earth,  O  Jehovah,  is 
full  of  thy  lovingkindness ;  teach  me  thv  statutes.'' 
Psalm  119:64. 

Pastor.  ''So  when  they  had  broken  their  fast, 
Jesus  saith  to  Simon  Peter,  Simon,  son  of  Jonas,  lov- 
est  thou  me  more  than  these  ?  He  saith  unto  him.  Yea, 
Lord ;  thou  knowest  that  I  love  thee.  He  saith  unto 
him,  Feed  my  lambs.''    John  21 :  15. 

Officers  and  Teachers.  "Teach  me  good  judg- 
ment and  knowledge ;  for  I  have  believed  in  thy  com- 
mandments."   Psalm  1 19 :  66. 

Pastor.  "He  saith  unto  him  a  second,  time,  Simon, 
son  of  Jonas,  lovest  thou  me?  He  saith  unto  him. 
Yea,  Lord;  thou  knowest  that  I  love  thee.  He  saith 
unto  him,  Tend  my  sheep."    John  21 :  16. 

Officers  and  Teachers.  "Thou  art  good,  and  doest 
good;  teach  me  thy  statutes."    Psalm  119:68. 

Pastor.  He  saith  unto  him  the  third  time,  Simon, 
son  of  Jonas,  lovest  thou  me?  Peter  was  grieved  be- 
cause he  said  unto  him  the  third  time,  Lovest  thou  me  ? 
And  he  said  unto  him.  Lord,  thou  knowest  that  I  love 
thee.  Jesus  saith  unto  him,  Feed  my  sheep."  John 
21:17. 

Officers  and  Teachers.  "I  am  thy  servant;  give 
me  understanding,  that  I  may  know  thy  testimonies." 
Psalm  119:125. 

182 


special  Days 

School  Standing.  "I  beseech  you  therefore  breth- 
ren, by  the  mercies  of  God,  to  present  your  bodies  a 
Hving  sacrifice,  holy,  acceptable  to  God,  which  is  your 
spiritual  service.  And  be  not  fashioned  according  to 
this  world ;  but  be  ye  transformed  by  the  renewing  of 
your  mind,  that  ye  may  prove  what  is  the  good  and  ac- 
ceptable and  perfect  will  of  God."     Rom.  12:  1,  2. 

Pastor.  What  covenant  do  you  make  this  day  that 
you  will  conscientiously  and  faithfully  perform  your 
duties  in  the  position  to  which  you  have  been  called. 

Worker^s  Covenant. 
Feeling  that  I  cannot  undertake  this  im- 
portant work  in  my  own  strength,  I  do  here 
and  now  covenant  with  God  through  Jesus 
Christ,  my  Lord  and  Great  Teacher,  that  I 
will  trust  in  him  for  all  needed  wisdom  and 
strength.  I  also  promise  him  and  his  church 
that  I  will  be  faithful,  so  far  as  I  am  able, 
to  all  my  known  duties  as  a  worker  in  this 
Sunday  school ;  that  I  will  practice  the  prayer 
life  and  be  a  student  not  only  of  the  Bible,  but 
of  the  pupil,  the  lesson,  and  best  methods  in 
Sunday-school  work;  that  I  will  be  loyal  to 
the  established  rules  of  the  school  and  will 
earnestly  seek  both  by  example  and  precept 
the  salvation  of  the  scholars  and  the  advance- 
ment and  harmony  of  the  school  in  all  of  its 
departments  and  work. 
183 


The  Sunday  School  in  Action 

Pastor.  I  hereby  declare  you  to  be  duly  installed 
as  the  officers  and  teachers  of  this  school,  and  charge 
you  to  be  faithful  to  every  duty  in  the  name  of  the 
Father,  the  Son,  and  the  Holy  Ghost. 

Short  Consecratory  Prayer. 

Closing  Hymn. 

Benediction. 

Suggestions. 

Plan  carefully  and  prayerfully  for  Installation  Day. 

Announce  it  frequently  beforehand. 

Urge  every  officer  and  teacher  to  be  present,  noti- 
fying each  one  in  advance. 

Plan  to  have  every  scholar  of  every  class  present. 

Make  the  service  as  impressive  as  possible. 

Put  up  suitable  suggestive  mottoes. 

Pray  for  God's  leadership  and  blessing  upon  the 
entire  school,  especially  the  newly  elected  officers  and 
teachers  as  well  as  those  re-elected. 

Topics  for  Addresses. 

1.  How  Have  the  Best  School? 

2.  Loyalty  to  Sunday-school  Standards. 

3.  The  Sunday  School  and  the  New  Age. 

4.  The  Church  as  an  Educator. 

5.  How  Help  Our  Sunday  School? 

6.  The  Day  of  Vision. 

7.  Educational  Evangelism. 

8.  A  Teacher's  Work. 

9.  What  Shall  We  Teach? 

10.     The  Efficient  Teacher's  Equipment 
184 


special  Days 

11.  Unconscious  Influence. 

12.  The  Efficient  Country  Sunday  School. 

Helpful  Hymns. 

"Nearer,  My  God,  to  Thee."— Adams. 

"O  Master,  Let  Me  Walk  With  Thee."— Gladden. 

"Savior,  Like  a  Shepherd  Lead  Us."— Thrupp. 

"Love  Divine,  All  Love  Excelling."— Charles  Wes- 
ley. 

"A  Charge  to  Keep  I  Have."— Lowell  Mason. 

"Just  As  I  Am,  Thine  Own  To  Be."— Hearn. 

"Take  My  Life."— Havergal. 

"Faith  of  Our  Fathers."— Faber. 

"Oh !  For  a  Faith  That  Will  Not  Shrink."— Har- 
rison. 

"He  Leadeth  Me."— Bradbury. 

"Seeds  of  Promise."— Fillmore. 

"Bringing  in  the  Sheaves." — Minor. 

Picnics  and  Excursions.  Many  Sunday  schools  set 
apart  one  day  in  the  summer  for  a  picnic  or  excursion. 
A  suitable  grove  or  park  should  be  selected  with  a 
view  to  furnishing  a  splendid  day's  outing.  The  fol- 
lowing committees  should  be  appointed  in  ample  time : 

A  Committee  on  Place  and  Transportation.  This 
committee  should  secure  a  suitable  place,  arrange  for 
transportation  and  handling  of  dinner  baskets,  and 
also  arrange  time  for  starting  and  returning. 

A  Committee  on  Games,  which  will  furnish  ample 
recreation  for  the  children  and  young  people  in  the 
form  of  games  and  amusements.  It  might  also  be  well 
to  have  a  Committee  on  Invitation  to  see  that  all  fam- 

185 


The  Sunday  School  in  Action 

ilies  associated  in  any  way  with  the  school  have  a  cor- 
dial invitation.  An  account  of  all  expenses  for  the 
occasion  should  be  properly  kept  and  reported  to  the 
Sunday-school  treasurer. 

The  wide-awake  pastor  and  Sunday-school  super- 
intendent will  aim  to  study  and  use  the  best  methods 
with  a  view  to  permanency.  Normal  Christian  char- 
acter is  the  ultimate  end.  Too  much  sensationalism 
produces  vascillation  and  cultivates  abnormal  desire 
on  the  part  of  pupils.  The  best  in  thought,  in  plans, 
in  devotion,  in  instruction,  in  program,  will  produce 
the  best  and  most  lasting  results. 


t86 


CHAPTER  XXVII. 

THE  RURAL  PROBLEM 

One  of  the  problems  which  is  inviting  the  attention  of 
religious  leaders  with  a  renewed  emphasis  and  interest 
is  that  of  the  country  church.  I  am  glad  that  the 
revival  in  religious  education  does  not  confine  itself 
to  our  cities  and  towns,  but  to  the  country  districts  and 
villages  as  well.  Our  urban  population  is  made  up 
largely  of  those  who  themselves  or  their  parents  were 
born  and  reared  in  the  country.  Owing  to  numerous 
changes  in  recent  years  in  social,  economic,  and  indus- 
trial life,  there  has  been  a  constant  flow  of  the  country 
population  into  the  city.  Not  only  this,  but  the  inces- 
sant influx  of  aliens  from  other  shores  and  the  tenant 
system  as  well,  have  given  instability  to  country  life  and 
have  in  many  places  weakened  the  country  church. 
Indeed,  in  many  instances,  churches  have  been  aban- 
doned. I  have  read  with  interest  and  profit  the  report 
"By  the  Commission  for  the  Study  of  the  Adolescent 
in  the  Country  Sunday  School,"  as  edited  by  Mr.  John 
L.  Alexander,  which  is  timely  and  no  doubt  will  be  a 
great  stimulus  in  helping  to  solve  the  rural  Sunday- 
school  problem. 

To-day  over  fifty  millions  of  the  American  people 
live  under  rural  conditions.  If  these  people  are  to  be 
at  their  best  and  do  their  best  religiously,  which  should 
be  their  loftiest  motive,  the  church  must  be  aroused  to 

187 


The  Sunday  School  in  Action 

their  needs  and  to  her  opportunities  to  accomplish  the 
task. 

The  question  is  often  asked,  Can  the  modern  prin- 
ciples and  methods  in  religious  education  be  used  in  the 
country  ?  Others  without  inquiry  make  the  bold  state- 
ment that  they  cannot. 

DIFFICULTIES. 

It  is  true  that  there  are  difficulties  which  one  must 
meet  in  the  country  not  found  in  the  city.  Many 
church  buildings  are  not  modern,  are  poorly  heated  and 
ventilated  and  have  inadequate  equipment.  Quite  fre- 
quently the  minister  lives  at  a  distance  from  his  ap- 
pointments and  meets  his  congregations  only  once  in 
two  weeks  or  less  frequently.  Other  drawbacks  are 
the  distance  of  the  families  from  the  church,  rough 
roads,  bad  weather,  and  quite  often,  lack  of  leadership 
in  pastor,  church  officials,  Sunday-school  superinten- 
dency  and  teaching  force.  I  might  mention  other 
difficulties  such  as  conservatism  on  part  of  the  older 
folks  which  hinder  in  the  introduction  of  up-to-date 
and  aggressive  methods  of  work.  But  the  time  is  at 
hand  for  the  country  and  village  churches  to  unite  in 
the  onward  and  upward  march  in  religious  education 
and  activities. 

STEPS  NECESSARY. 

I  will  mention  a  few  of  the  steps  necessary  to  help 
solve  the  country  church  problem.  All  agree  that  the 
salvation  of  the  country  church  will  be  accomplished  by 
uniting  the  forces  in  building  up  strong,  attractive,  up- 
to-date  Sunday  schools.    Religious  training  in  the  rural 

188 


The  Rural  Problem 

community  must  be  made  paramount.     Character,  not 
money,  is  the  chief  thing  to  be  emphasized. 

The  same  principles  and  methods  can  be  successfully 
used  in  the  country  as  well  as  in  the  city  and  town  if 
properly  applied  to  rural  life.  Every  phase  and  period 
of  a  child's  life  must  be  taken  into  consideration.  The 
fundamental  function  and  real  aim  and  purpose  of  the 
school  should  be  made  clear  to  the  parents  of  country 
children  and  youth. 

The  country  Sunday  school  should  be  well  housed 
and  well  equipped.  I  am  glad  that  the  architecture  of 
the  country  church  is  changing  from  the  one-room 
building  to  several  rooms  so  that  the  best  work  can  be 
done.  In  case  there  is  but  one  room,  as  is  mostly 
found  in  rural  communities,  screens  or  heavy  curtains 
may  be  used  to  separate  at  least  the  divisions  of  the 
school. 

An  ample  supply  of  Bibles  and  song-books,  maps, 
blackboards,  mottoes,  pictures,  flags,  attendance  bul- 
letins, workers  library,  chairs  for  the  Httle  tots,  and 
other  equipment  as  needed,  should  be  gladly  furnished. 
The  Sunday  school  should  be  thoroughly  classified 
and  organized  with  a  live,  practical,  well-prepared  pro- 
gram. Pick-up  programs  seldom  win.  The  thing 
needed  is  such  a  program  and  such  instruction  as  will 
appeal  to  young  life,  that  will  hold  the  boys  and  girls 
when  they  reach  their  teen  years.  Hence,  graded 
lesson  material  applied  to  country  life  and  its  prob- 
lems proves  of  untold  value.  The  music,  worship,  and 
everything  in  the  program  must  be  constructive.  It 
should  be  made  a  real  school,  giving  a  real  religious 

189 


The  Sunday  School  in  Action 

education  with  a  view  to  leading  every  pupil  to  Christ 
and  preparing  for  right  living  when  he  reaches  maturer 
years. 

When  we  learn  that  "the  rural  Sunday  schools  make 
up  at  least  two-thirds  of  the  Sunday-school  family  of 
our  nation,  it  behooves  us  to  center  much  of  our  effort 
as  leaders  on  this  important  phase  of  religious  work." 

Observation  teaches  us  that  the  country  is  rapidly 
changing.  The  public  schools  are  extending  their  work 
with  more  practical  and  better  courses  of  study,  bring- 
ing the  high  school  to  the  farmer's  children.  Scientific 
farming  is  being  taken  up  rapidly,  improvement  in 
farming  facilities,  in  the  buildings,  in  the  propelling 
power  for  farm  machinery,  methods  and  means  for 
accomplishing  the  work  about  the  house  are  easier, 
quicker  and  better.  Trolley  cars,  automobiles,  electric 
lights  and  other  modern  conveniences  are  working 
wonders  in  country  homes.  With  these  changes,  neces- 
sarily, there  must  go  improved  methods  in  religious 
education  and  work,  if  the  children  and  young;-  people 
are  to  be  attracted  and  won  to  the  church  and  a  reli- 
gious life,  hence,  the  need  of  doing  such  intensive  work 
in  the  Sunday  school  by  building  up  a  strong  program 
in  religious  education,  one  that  will  comprehend  the 
physical,  social,  intellectual  and  religious  life  of  the 
pupil,  thus  giving  him  a  well-rounded  development. 

THE  PHYSICAL. 

Alany  think  that  constant  hard  work  is  the  program 
for  the  country  boy  and  girl.  The  play  instinct  is  too 
often  smothered  or  crushed.    Every  child,  whether  in 

190 


The  Rural  Problem 

country  or  city,  needs  play  if  he  will  develop  normally. 
A  farmer  once  told  me  that  he  ''varied  the  work  for 
his  boy  which  took  the  place  of  play."    He  was  wrong, 
for  even  a  variety  of  work  is  no  substitute  for  play, 
which,  when  properly  directed,  means  broader  inter- 
ests, recreation  and  health  for  the  child.    The  farmer 
will  get  more  and  better  work  from  the  boy  or  girl  who 
is  given  time  for  recreation  in  the  form  of  play.    Hikes, 
baseball,  lawn  tennis,  croquet  and  other  forms  of  play 
activity  are  healthful  and  helpful.     The  old-fashioned 
Sunday-school  picnic  in  the  woods  or  mountain  park 
should  never  be  given  up.    A  young  country  minister 
solved  the  Sabbath-Day  desecration  problem,  (the  so- 
called  "bad  boy"  problem),  by  securing  from  a  nearby 
farmer  sufficient  ground  for  baseball  and  lawn  tennis 
and  organizing  the  boys  into  an  athletic  league  with 
certain  simple  rules,  the  games  to  be  played  on  Satur- 
day.   Instead  of  rowdyism  and  games  on  Sunday,  the 
boys  came  to  Sunday  school  and  church  and  are  now 
highly  commended  for  their  good  behavior.  ^  I  know 
another  community  where  the  boys  are  organized  into 
a  class  known  as  "The  Knights  of  St.  Paul."    They  de- 
light themselves  in  keeping  the  church  lawn  in  order, 
also  plant  shrubbery  about  the  church  and  arrange 
nicely  painted  flower  boxes  at  the  church  windows  and 
see   that  the  plants   and   flowers   are  cared   for  and 
watered.     There  are  many  things  that  can  be  done  to 
interest  the  young  and  tie  them  to  the  country  Sunday 
school  and  at  the  same  time  bless  them  physically. 
Talks  may  also  be  given  on  the  care  of  the  body.    The 
courses   of   study   should   include  proper  lessons   on 

191 


The  Sunday  School  in  Action 

temperance  and  other  important  subjects  pertaining  to 
the  health. 

THE  SOCIAL. 

Country  children  and  young  people  need  to  get  to- 
gether aside  from  the  Sunday-school  hour.  Entertain- 
ments and  socials  should  be  arranged  for  occasionally. 
Straw  rides,  hikes,  fishing  parties,  spelling  bees,  literary 
entertainments  and  the  like,  are  helpful.  It  is  right  and 
proper  that  young  people  get  together  under  proper 
environment.  The  church  that  recognizes  and  wisely 
directs  the  social  life  of  its  young  people  will  be  amply 
rewarded. 

THE    INTELLECTUAL. 

Too  much  Sunday-school  work  has  been  fragmen- 
tary and  disconnected.  A  strong,  well-arranged  cur- 
riculum to  suit  every  period  of  a  child's  life,  in  the 
form  of  graded  lesson  material,  will  do  great  things  for 
the  country  Sunday  school.  Well-chosen  songs,  scrip- 
ture, and  other  material  to  be  used  and  committed  to 
memory;  well-prepared  missionary  and  temperance 
programs  all  arranged  to  be  applied  in  a  practical  way 
to  rural  life,  will  work  wonders  in  creating  interest  and 
in  attracting  and  holding  pupils  to  the  school.  Nature 
study  will  also  cultivate  right  observation  and  love  for 
the  country.  The  country  Sunday  school  must  also 
co-operate  with  the  public  school  if  it  would  perform 
its  function  fully  and  well. 

THE    RELIGIOUS. 

All  of  this  is  to  lead  up  to  the  conversion  and  regen- 
eration of  the  pupil  to  a  strong  faith  in  Christ  and 

192 


The  Rural  Problem 

loyalty  to  the  Church.  Hence,  the  Sunday  school  must 
make  the  religious  atmosphere  inviting,  natural,  and 
normal.  Expressional  activities  must  be  emphasized. 
There  are  many  things  which  can  be  done,  visiting  the 
sick,  reading  and  praying  with  them,  holding  song  serv- 
ices in  the  homes  of  the  community,  and  ministering  in 
other  different  ways  under  wise  direction,  which  will 
help  develop  competent  future  leaders. 

The  foregoing  is  merely  a  glimpse,  a  suggestion  as 
to  what  might  be  done.  In  order  to  accomplish  this  and 
much  more  and  to  save  the  rural  church,  it  must  be 
done  through  the  modern,  well-organized,  thoroughly 
equipped  Sunday  school  as  applied  to  rural  life. 

The  pastor  must  be  trained,  efficient,  wide-awake,  a 
student.  He  must  live  on  the  ground  near  his  people, 
enter  into  their  joys,  sorrows,  needs,  and  the  like.  He 
must  be  a  Sunday-school  man.  He  must  know  child 
life  and  its  needs.  Every  class  in  the  school  above  the 
Junior  grade  should  be  well  organized  with  well- 
planned  week-day  activities. 

VALUE  OF  SOCIAL  SERVICE. 

I  close  by  describing  a  rural  school  which  I  visited, 
located  in  southwestern  Ohio  in  a  little  village  of  one 
hundred  and  twenty-four  inhabitants,  surrounded  by  a 
fertile  farming  community.  The  pastor  is  now  serving 
his  sixth  year  as  the  leader  of  this  rural  church.  He 
is  a  live  wire  and  has  a  church  membership  of  between 
two  hundred  and  fifty  and  three  hundred.  His  Sun- 
day-school enrollment  is  three  hundred  and  five,  which 
includes  a  Cradle  Roll  of  twenty-four  and  also  a  Home 

193 


The  Sunday  School  in  Action 

Department.  The  school  is  graded,  every  class  above 
the  Junior  Department  is  organized.  He  has  a  splendid 
wide-awake  superintendent  and  teaching  force.  The 
school  opens  and  closes  promptly  with  a  well-arranged 
program.  Records  are  properly  kept,  there  is  a  good 
chorister,  pianist,  orchestra,  and  plenty  of  song-books. 
The  general  benevolences  of  the  church  are  properly 
brought  before  the  school  and  the  pupils  trained  in 
giving.  The  church  is  made  an  intellectual,  social,  and 
religious  center.  The  boys  look  after  the  lawn,  shrub- 
bery, window  boxes,  and  do  other  kindred  work.  The 
girls  are  given  work  to  their  liking.  The  women's 
organized  class  composes  the  Ladies'  Aid  and  the 
Woman's  Missionary  Society.  The  big  men's  class 
numbering  forty,  is  organized,  and  during  one  year 
alone  these  wide-awake  men,  aside  from  assisting  the 
pastor  in  numerous  ways,  held  one  good-roads  meeting, 
two  agricultural-demonstration  days,  one  on  orchards, 
and  one  on  alfalfa,  two  days  farmers'  regular  institutes, 
one  civic-improvement  day,  and  a  lecture  course,  of  five 
numbers,  selling  tickets  enough  in  the  community  at 
one  dollar  a  season  ticket  to  pay  all  expenses.  This 
school  has  a  growing,  workers'  library,  made  up  of  up- 
to-date  Sunday-school,  agricultural,  and  purity  books. 
It  emphasizes  teacher  training  and  urges  its  members  to 
attend  institutes,  township  and  county  conventions,  and 
to  take  advantage  of  every  help  possible.  Here  we  see 
the  value  of  social  service  in  building  up  the  school 
and  uniting  the  community  in  its  own  welfare. 

The  pastor  has  made  a  sociological  map,  making  the 
church  the  center.    Twice  a  year  he  visits  every  family 

194 


The  Rural  Problem 

within  a  radius  of  three  miles,  he  makes  note  of  the 
condition  of  every  home,  its  thriftiness  or  poverty,  edu- 
cation and  the  like,  the  number  of  children  and  other 
items  of  importance  and  interest,  which  will  help  the 
church  meet  the  needs  of  the  homes  and  their  occu- 
pants. His  church  is  active  and  strong.  His  Sunday 
school  is  a  bee-hive,  which  shows  that  the  rural  church 
problem  can  be  solved  under  wise,  wide-awake,  active 
and  practical  pastoral  leadership.  Men  who  compose 
this  leadership  must  be  amply  compensated  for  their 
work.  Otherwise,  it  is  impossible  to  secure  them.  As 
soon  as  our  rural  folks  are  taught  to  pay  gladly  and 
liberally  for  the  religious  education  of  their  children, 
that  soon  will  more  of  their  own  best  young  men  and 
women  be  willing  to  prepare  for  leadership  in  their 
own  midst. 


195 


CHAPTER  XXVIII. 

A  FORWARD  LOOK 

The  church  is  in  a  process  of  change.  Many  great 
rehgious  movements  in  the  recent  past  have  resulted 
in  shifting  the  emphasis  and  in  giving  us  a  new  inter- 
pretation of  the  Bible,  a  social  gospel,  which  is  chang- 
ing the  entire  program  of  the  church  in  both  its  in- 
ternal and  external  workings. 

There  has  been  and  still  is  much  overlapping  and 
wasted  energy  in  religious  work  and  I  believe  the  near 
future  will  bring  marked  changes  in  all  of  the  church 
organization  with  a  view  to  conservation  and  greater 
efficiency. 

No  doubt  we  are  all  proud  of  the  tremendous 
strides  made  in  and  through  the  Sunday  school,  its 
development  both  intensively  and  extensively,  its  in- 
creased efficiency  in  religious  education  and  evangel- 
ism, but  the  present  Sunday-school  plans  and  activities 
do  not  suffice  for  the  complete,  rounded  development 
of  our  children  and  youth.  There  must  be  more  than 
one  brief  session  as  we  have  at  present  and  there  must 
be  a  correlation  of  all  the  educational  agencies  of  the 
church,  which  will  mean  a  saving  of  energy,  time,  and 
money. 

HOW   IT  CAN  BE  DONE. 

This  can  be  done  by  establishing  a  church  school 
in  each  local  church,  which  will  meet  not  only  on  Sun- 

196 


A  Forzvard  Look 

day  for  a  short  period,  but  will  also  hold  two  or  three 
short  sessions  during  the  week.  This  church  school 
will  have  a  curricula  that  will  not  only  give  a  thorough 
study  of  the  Bible,  but  of  every  phase  of  religious  life 
and  activity.  It  will  give  courses  in  Church  History, 
Missions,  Christian  Endeavor,  Social  Service,  Child 
Psychology,  Child  Hygiene,  and  other  important 
studies.  It  will  outline  a  program  for  expressional 
activities  and  service  which  will  mean  the  entire 
church  in  action,  laying  due  emphasis  on  the  function 
of  the  Holy  Spirit  as  the  dynamic  back  of  all  the  edu- 
cation and  organization. 

The  question,  no  doubt,  is  asked,  how  and  where 
is  all  this  to  be  done?  Sentiment  is  already  being 
created  in  many  communities  to  secure  the  co-oper- 
ation of  the  pubHc  schools.  The  plan  is  for  the  public 
schools  to  halt  for  one,  two,  or  more  periods  during 
the  week  so  that  every  pupil  may  go  to  the  parish  house 
or  church  of  his  own  denomination,  whether  it  be  Jew, 
Catholic,  or  Protestant,  where  they  will  meet  trained 
religious  teachers  or  directors  and  receive  specific  re- 
ligious instruction,  their  religious  education  to  count 
a  certain  number  of  points  in  their  school  work.  This 
will,  without  doubt,  be  of  infinite  value  to  every  child 
in  his  preparation  for  a  normal  citizenship.  This  will 
mean  a  larger  and  better  trained  corps  of  religious 
workers  and  teachers  for  whom  the  church  must  make 
ample  provision  in  a  financial  way.  The  plan  now 
being  worked  at  Gary,  Indiana,  is  somewhat  on  this 
order,  and  is  attracting  the  attention  of  religious  edu- 
cators all  over  the  world.     When  the  church  school 

197 


The  Sunday  School  in  Action 

once  becomes  a  real  fact,  we  will  raise  up  a  gener- 
ation of  intelligent  Christians  and  an  army  of  workers 
who  will  help  solve  the  great  problems  that  now  con- 
front the  church  at  home  and  abroad.  Then,  the  func- 
tion of  teaching  which  lay  so  near  to  the  Master's 
great  heart,  will  have  its  proper  place,  and  the  great 
commission,  "Go  teach,"  will  be  fulfilled  in  the  life 
of  the  church  in  the  establishment  of  the  kingdom  of 
God  on  earth.     May  that  time  speedily  come.     Amen. 


19cS 


SUPPLEMENT. 

SUMMER  SESSIONS 

The  problem  of  the  summer  Sunday  school,  especially 
in  our  larger  towns  and  cities,  becomes  at  times  quite 
serious.  Yet  I  believe  in  God's  work  there  are  meth- 
ods available  to   adequately  solve  every  problem. 

There  are  reasons  for  a  smaller  attendance  in  our 
Sunday  schools  during  the  hot  season.  Many  leave 
on  their  vacation,  children  spend  their  summer  in  the 
country,  whole  families  make  it  a  habit  to  visit  all  their 
relatives  and  friends  during  this  season  of  the  year. 
Then,  too,  there  are  many  who  think  it  is  too  hot  to 
go  to  Sunday  school  and  church,  and  spend  the  day 
lounging  at  home  or  going  on  country  strolls  or  to  the 
parks.     How  solve  the  problem? 

1.  Christians  should  never  lose  sight  of  the  fact 
that  God  is  the  maker  of  the  seasons  and  also  of  the 
commandment  which  says,  "Remember  the  Sabbath 
day  to  keep  it  holy."  This  should  be  wisely  and  tact- 
fully emphasized  by  leaders  in  the  great  work  of  the 
Master. 

2.  Make  the  church  or  Sunday-school  house  at- 
tractive and  as  cool  as  possible.  ''Clear  the  darkened 
windows,  open  wide  the  doors."  Have  plenty  of  beau- 
tiful flowers,  singing  birds,  fans  for  those  who  attend, 
electric  fans  if  possible.  It  would  be  well  to  have  a 
good  supply  of  cold  water  or  lemonade.  Some  may 
think  this  is  going  too  far  with  the  Lord's  work,  but 
let  us  remember  we  must  "be  as  wise  as  serpents." 

199 


The  Sunday  School  in  Action 

Satan  has  taken  steps  in  advance  of  the  church,  and  I 
am  sorry  to  say,  has  succeeded.  He  furnishes  free 
hot  soup  in  both  his  day  and  Sunday  schools  in  the 
winter,  and  has  made  his  meeting  places  cool  and  most 
attractive  in  the  summer.  Indeed,  he  has  taken  pos- 
session of  too  many  places  which  the  church  should 
occupy.  If  you  have  a  grove  or  park  near  by,  nothing 
would  be  nicer  or  more  attractive  than  to  hold  sessions 
of  the  Sunday  school  there  when  the  weather  permits. 

3.  Keep  in  mind  the  summer  idea  in  the  Sunday- 
school  session.  Simple,  yet  well-prepared  and  attract- 
ive programs.  Look  to  the  comfort  of  all  present. 
See  that  the  songs,  prayers,  and  all  parts  of  the  ses- 
sion are  of  the  winning  type.  People  sit  elsewhere  for 
hours  when  entertained.  Why  not  sit  one  hour  and 
participate  in  a  helpful,  cheerful  session  of  the  Sunday 
school?  They  will,  but  much  depends  upon  the  super- 
intendent and  his  cabinet  in  their  interest  and  plan- 
ning. Projected  mental  and  heart  life  will  bring  the 
results. 

4.  I  see  some  one  sneer  and  even  sarcastically 
groan  when  he  reads  what  I  now  write.  That  is,  have 
a  mid-summer  Sunday-school  rally  or  contest.  It  is 
a  great  stimulus.  It  is  like  an  oasis  in  the  desert.  I 
have  known  new  scholars  to  be  enlisted,  old  ones 
brought  back,  and  new  life  and  enthusiasm  put  into 
the  whole  school.  Sweat,  if  need  be;  open  up  the 
pores.  Give  the  Lord  a  chance  the  whole  year  around. 
Our  Sunday  schools  could  do  far  more  than  they  are 
doing,  and  would  if  those  in  leadership  would  make  it 
a  business  worth  while.     Brace  up,  officers  and  teach- 

200 


Supplement 

ers.  You  have  the  greatest  Leader  in  the  greatest 
work  in  the  universe.  ''If  any  of  you  lack  wisdom, 
let  him  ask  of  God,  who  giveth  to  all  liberally  and  up- 
braideth  not;  and  it  shall  be  given  him." 

IS  THE  CLASS  BANQUET  WORTH  WHILE? 

Banqueting  has  become  quite  common  in  church 
circles.  In  nearly  all  of  the  great  modern  movements 
this  has  been  one  of  the  marked  features.  It  has  re- 
ceived especial  emphasis  in  the  organized  Sunday- 
school  class.  The  question,  'Ts  the  class  banquet 
worth  while?"  must  be  considered  carefully  if  it  is 
properly  understood. 

The  motive  or  purpose  of  an  act  largely  determines 
its  worth  or  value.  If  the  sole  purpose  of  the  class 
banquet  is  eating  and  drinking  in  order  to  have  "a 
good  time,"  then  it  had  better  be  omitted  entirely.  If 
it  has  for  its  highest  end  the  glory  of  God,  then  it  is 
of  infinite  value.  We  are  taught  in  the  New  Testa- 
ment that  Jesus  ate  with  publicans  and  sinners,  but 
was  called  a  "glutton  and  wine-bibber."  Men  who 
criticised  him  were  looking  for  something  by  which 
they  could  find  fault  with  him  and  accuse  him.  But 
Jesus  was  looking  for  an  opportunity  to  help  some  one, 
and  used  this  as  one  of  his  methods  to  reach  men's 
hearts. 

The  social  side  of  man  is  often  lost  sight  of  in  the 
grind  of  life  and  even  in  church  activities.  The  work 
may  grow  monotonous  and  burdensome  if  attention  is 
not  given  to  this  impulse  of  man's  nature.  There  is 
nothing  that  will  cheer,  lighten,  and  make  one  forget 

201 


The  Sunday  School  in  Action 

the  many  cares  of  life  so  much  as  to  gather  a  class  in 
the  banquet-room  and  there  spend  a  few  hours  in  social 
intercourse. 

To  make  the  class  banquet  worth  while,  it  must  not 
be  held  too  frequently.  Large  classes  hold  banquets 
annually  or  semi-annually.  Then  they  make  it  a  great 
occasion,  soliciting  carefully  every  member  of  the 
class,  thus  securing  definitely  his  pledge  to  be  present. 
Others  are  invited  as  the  class  decides.  A  strong 
program  is  arranged,  securing  a  strong  speaker  for 
the  occasion,  besides  having  short,  snappy  toasts  from 
members  of  the  class  who  will  make  it  interesting.  The 
best  instrumental  and  vocal  music  is  furnished.  The 
program  should  not  be  too  long,  so  that  it  would  grow 
tiresome.  This  kills  the  real  purpose  and  influence  of 
the  occasion.  The  surroundings  and  tables  should  be 
made  as  inviting  as  possible,  for  the  word  "banquet" 
implies  that  idea  and  the  sense  of  the  aesthetic  must 
not  be  lost  sight  of  in  the  preparation. 

On  such  occasions  Christ  must  be  exalted,  the 
greatness  of  the  work  emphasized,  and  yet  through  it 
all  there  must  flow  a  stream  of  good  cheer  and  a  suf- 
ficient amount  of  humor  that  man's  entire  nature  be 
recognized  in  the  religious  realm.  The  result  is  that 
it  opens  the  way  to  the  hearts  and  lives  of  those  who 
are  unsaved,  and  they  are  almost  unconsciously  won 
into  Christian  fellowship  and  the  way  is  open  for  their 
salvation.  It  also  strengthens  and  cheers  the  Christian 
and  gives  him  a  new  start. 

Yes,  the  class  banquet  is  worth  while.  But  keep  in 
mind  the  language  of  Paul,  "Whether,  therefore,  ye 

202 


Supplement 

eat,  or  drink,  or  whatsoever  ye  do,  do  all  to  the  glory 
of  God."  Be  broad  enough  in  your  religious  thought 
and  practice  to  say  truthfully,  "I  am  become  all  things 
to  all  men,  that  I  may  by  all  means  save  some,  and  I 
do  all  things  for  the  gospel's  sake,  that  I  may  be  a 
joint  partaker  thereof." 

THE  BOY  PROBLEM. 

One  day  I  was  taken  through  a  large  Sunday  school 
by  one  of  the  superintendents.  When  we  came  to  the 
Junior  Department,  a  class  of  eight  or  ten  boys  about 
ready  to  go  into  the  Intermediate  room,  was  pointed 
out  in  this  language,  "There  is  the  worst  class  of  boys 
I  ever  saw;  I  tell  you  it  is  a  problem."  At  once  my 
mind  became  quite  active;  as  I  looked  at  that  fine 
bunch  of  bright  fellows,  only  this  one  big  word,  mis- 
understood, rang  throughout  my  soul. 

If  we  would  keep  our  boys  in  the  Sunday  school, 
the  following  will  help : 

1.  Have  a  knowledge  of  the  boy.  Here,  ofttimes, 
a  fatal  mistake  is  made.  All  boys  are  not  alike.  Their 
physical,  mental,  social,  and  religious  status  is  differ- 
ent. A  worker  with  boys  must  know  this.  To  get 
this  knowledge  requires  time,  study,  and  association 
with  the  boys  apart  from  the  Sunday-school  hour. 
Conferences  with  other  workers  is  also  a  source  of 
helpful  information. 

2.  Put  masculinity  into  the  Sunday  school.  Have 
male  officers,  if  possible.  Have  the  best  men  you  can 
get  for  the  boys'  classes,  especially  in  the  adolescent 
period.      "The   nature   of   the   boy   cries    for   virility, 

203 


The  Sunday  School  in  Action 

strength,  action,  energy,  power,  manliness."  These 
must  be  found  in  the  Sunday  school  if  we  would  have 
the  boys  and  young  men  there. 

3.  The  teacher  must  be  a  big  brother  and  must 
have  Christ-like  qualities.  He  must  teach  from  the 
boy's  viewpoint.  The  teacher  must  be  heroic,  and  the 
more  so,  the  better,  for  the  boy  is  a  hero  worshiper. 
The  more  manly,  strong,  and  sympathetic,  the  stronger 
the  appeal  to  the  boy.  For  the  teacher  to  have  the 
qualities  of  Jesus  Christ  means  manliness  of  the  high- 
est type  and  a  magnetism  that  is  irresistible. 

4.  The  boy  must  be  given  something  to  do.  Reli- 
gion with  a  boy  is  more  than  a  rule  or  principle.  It 
is  something  that  means  action.  Activity  is  one  of  the , 
laws  of  a  boy's  life.  I  have  seen  boys  intensely  inter- 
ested in  Sunday  school  because  of  wise  leaders  and 
teachers.  Boys  can  do  messenger  service,  sing  in 
choirs,  play  in  orchestras,  be  librarians,  hold  offices, 
and  work  on  committees  in  organized  classes  or  clubs. 
They  can  also  be  encouraged  in  their  games  and 
sports. 

5.  The  bright  and  cheerful  side  of  the  Christian 
life  should  be  held  up  to  the  boy.  The  rich  rewards 
that  come  to  the  Christian  must  be  emphasized.  A 
long-faced,  pessimistic  Christian  should  have  no  place 
in  leading  and  teaching  boys.  The  heroes  of  the  Bible 
and  extra  biblical  characters  furnish  a  rich  source  of 
knowledge  in  teaching  boys  and  unconsciously  lead 
them  to  where  they  will  accept  Christ  as  their  personal 
Savior  with  a  determination  to  dedicate  their  lives  to 
his  service. 

204 


Supplement 

GOOD  RULES   FOR  SUNDAY-SCHOOL 
WORKERS. 

1.  Be  on  time.  Better  lose  breakfast  or  dinner 
than  lose  one's  influence. 

2.  Help  in  all  parts  of  the  program  possible. 
Many  hands  make  labor  light. 

3.  Do  not  hurry  away  at  the  close  of  the  session, 
unless  absolutely  necessary.  Some  one  might  desire 
a  conference  with  you  about  his  soul's  best  interests. 

4.  Avoid  gossip  and  whispering  during  the  Sun- 
day-school hour.  It  is  a  bad  practice  at  any  time. 
It  is  a  good  class  killer  and  exerts  a  bad  influence  on 
others. 

5.  Pay  special  attention  to  strangers  in  the  class 
or  department  in  which  you  work.  Proper  cordiality 
at  the  right  time  lasts  through  eternity  and  brings 
splendid  results  in  the  present. 

6.  Study  how  to  make  your  class  the  best  in  the 
school.  It  takes  brain  as  well  as  heart  to  make  a 
good  teacher.  Feigning  is  hypocrisy.  Frankness  al- 
ways wins. 

7.  Organize  your  class.  "Order  is  heaven's  first 
law."  The  best  results  come  from  intelligent,  thor- 
ough, and  systematic  work. 

8.  Be  interested  in  your  class  outside  of  the  Sun- 
day-school hour.  Spasms  are  dangerous  because  of 
their  shocking  nature. 

9.  Keep  abreast  of  the  times  in  Sunday-school 
methods  and  work.  Read  Sunday-school  books  and 
periodicals.      Attend    the   teachers'    meeting,    confer- 

205 


The  Sunday  School  in  Action 

ences,  and  conventions;  consult  specialists.     Be  wide- 
awake and  many  dangers  will  be  avoided. 

10.  Be  careful  about  your  personal  habits  and 
appearance.  "Example  is  better  than  precept.'' 
Preaching  and  teaching  without  practice  is  like  "a 
sounding  brass  and  tinkling  cymbal." 

11.  Remember  that  it  is  God's  work;  that  you  are 
Christ's  disciple ;  that  he  is  pleased  with  the  best  and 
desires  nothing  less. 

12.  Show  the  tenderest  regard  for  the  mistakes  and 
misgivings  of  others.  Over-sensitiveness  is  offensive 
to  well-thinking  people  and  imfits  one  for  usefulness. 
A  ''touch-me-not"  should  have  no  place  as  leader 
or  teacher. 

13.  Fall  in  line  with  any  new  plan  or  aggressive 
movement  that  will  increase  the  interest  and  activity 
of  the  class  or  school.  To  be  hypercritical  is  a  symp- 
tom of  the  cursed  sin  of  jealousy  which  ultimately  rots 
the  human  heart  and  stops  its  outflow  of  sympathy 
and  love. 

14.  Added  to  the  foregoing  rules  there  should  be 
frequent  prayer  and  meditation,  which  will  help  solve 
the  most  perplexing  and  difficult  problems,  without 
which,  in  the  end,  failure  will  be  written  in  letters  of 
fire. 


206 


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